The aim of this masters thesis is to explore a mediators practical procedure during booktalks. The main question is: Why do librarians have booktalks and what does it mean to have booktalks for children? In order to answer our main question, we have used these three questions: - Why do our interviewed librarians have booktalks? - How do our informants prepare their booktalks and what do their presentations look like? - Do our informants have any follow-ups of their booktalks and if so, how do they do that? To limit the thesis, we have concentrated our study to Swedish public libraries and to children in the elementary school. We have conducted qualitative interviews with three librarians who do booktalks for children as a part of their job. The thesis theoretical basis is Aidan Chambers theory about the Reading Circle and especially the parts enabling adult and selection.

The essence of literature ? it?s voice, it?s meaning? has always been scrutinized of interest to readers and theorists. The language in itself has the power to revolt against and undermine current and dominant hierarchies. This language can also be of a passive nature, accepting existing norms and dichotomies. This paper has the ambition to examine the language, the voice, of Clarice Lispector in her novel A Hora da Estrela (The Hour of the Star).The theoretical horizon from which I will read The Hour of the Star is that of Hélène Cixous, which can be expressed through the term écriture féminine.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

The purpose of this bachelor thesis is to present an overviewof a number of libraries? specially adapted media forchildren with special needs.We also wanted to see how the librarians worked to helpchildren with special needs, to take advantage of the librariescollections and activities. These special needs could bedyslexia but may also be disabilities which have resulted inthem being unable to read literature other than specialadapted literature. Examples of this literature are DAISY,book & DAISY, pictogram, bliss, ISAAC, easy reading,Braille, tactile picture books, and computer programs thatmake it easier for people to read in their own way with theirown skills.Using qualitative interviews we have interviewed sevenlibrarians. Through this process we have been able toascertain which methods public libraries use to meet theneeds of those children whose disabilities relate to reading.The interviews also explored how they are working withchildren who need more time than other children does whenit comes to reading.The results of the interviews showed that the librariesprovided a lot of special adapted media.

The purpose of this master?s thesis is to gain insights into students? usage and attitudes towards electronic articles and electronic books and how students feel about a change from print collections to digital collections at Växjö University Library. The main questions are: How do different groups of students use the library collections of electronic articles and electronic books? What factors influence the usage of the library collections of electronic articles and electronic books among students? What are the students? experiences of reading electronic books in comparison with reading print books? What would different groups of students think if the literature they need for their studies were purchased in electronic form instead of print? To answer the questions a user study was carried out at Växjö university library. A web survey was sent to students that had a library card and an email address registered at the library.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

The purpose of this study was to examine how teachers practice Arne Tragetons theory of using computers as the first writing instrument in reading and writing development. We wanted to clarify how the work from using Tragetons theory was applied while investigating if and how other methods of reading and writing instruction were used. Our interest lays in how the teachers accomplished the knowledge of this theory and also how the choice of this approach came about. To investigate this we used interviews with a qualitative nature, where seven active teachers were interviewed. They worked in three different schools in years one to three, they were all women and had various long experiences of work on the computer writing tools.

The aim of my thesis was to examine if educators need to be critical of what they read to the children from a gender perspective. I examined how picture books depict gender and if the books enhances or breaks perception of gender roles. I also examined educator?s perception of gender and if they think picture books can affect children?s perceptions of gender, but also what educators think about gender equality through picture books. The study is based on analysis of five picture books and interview with five educators.The results of analyzes showed that picture books are stereotyped and enhances perceptions of gender roles.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..