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.

The purpose of this thesis is to examine the benefit of information literacy instruction in two student groups at Kristianstad University, in relation to development of critical information literacy and within the boundaries of the educational goals. This study takes on a critical information literacy perspective that combines critical pedagogy and standards for information literacy in higher education. Two methods have been used for data collection: interviews and questionnaires. According to the results of the study the information literacy instruction provided by the Kristianstad University Library is important and useful for the students in their academic studies. It also becomes clear that the information literacy differs between the two groups as a consequence of the varying information literacy instruction received by the two groups.

The aim of this Master?s thesis is to investigate what kinds of writing activities that are offered to children and young people in Sweden and if, how and why libraries are involved with them. The issues illuminated in this thesis are how children and youth can be motivated and advance in their writing, what the purpose of writing activities can be, and if writing activities can be suitable as a part of the work in libraries. The theory is based on a study with writing youth made by Catharina Nyström. In order to study the issues six interviews have been completed with persons who all have played a part in writing activities for children and youth.

In many earlier investigations a recall advantage of auditory lists spoken in a single voice has been found over recall of lists spoken in two alternating voices. One explanation proposed is an organization strategy which makes recall of alternating-voice lists so difficult. The strategy implies sorting same-voice words into same-voice groups at encoding. Based on this proposition, it was assumed that voice-by-voice recall would be better than recall in order of presentation, as then the recall instruction and the organization of items in memory would be in concordance. The present experiment tested and was unable to support this hypothesis.

AbstractMy study is about working memory and working memory abilities for children with concentration difficulties. I have looked at literature and current research. I have also done an interview study on three pedagogues who have experience of the problem area.The conclusion I can draw from my investigation is, when it comes to working memory and what children with concentration difficulties can have problem with, is often shown when instruction is given in several stages and when the child come to the last instruction they sometimes have forgotten what the first instruction was. Special questions, image, image schedules and written instruction can help the child to remember. I also found that the pedagogues not only looked at working memory, but they also examined how the child hear and see, therefore they look at the ability of how the child notice what they hear and see and how they use it in their every day living.

This study investigates if and how grammar instructions and exercises in Spanish textbooks have evolved during the last thirty years. More specifically it focuses on how the grammar is presented (explicit instruction) and on the nature of the exercises (input, production and interaction). The method for investigating these things is firstly an analysis of the explicit instruction, and secondly a quantitative study of the exercises. The number of textbooks analyzed in this study is four and only the chapters that focus on teaching the preterite are included in the analysis. The result shows a tendency towards direct explicit instruction and controlled production practice.

The aim of this master thesis?s is to examine what functions writing activities can have in the public library. Some public libraries offer their visitors writing activities, for example courses and camps. The public library is an institution with a particular identity, with special norms and properties which participants within the institution construct and reproduce. The main question of this thesis is to investigate how writing activities can be a part of the public library?s institutional identity and what functions writing activities in the public library can have.

The aim of this study is to examine ways of writing experiences of the strange and different, experiences of the other in his or her otherness and experiences of suffering. The study focuses possibilities and limits for the writing of these experiences and aims at finding a tangible way of writing literature. Part of the aim of this study is to elaborate a proposal for a way of writing experiences of the strange and different, experiences of the other in his or her otherness and experiences of suffering.    The material for the study consists of three different approaches to literature, in which theories on literature or analyses of literary works are presented. This material is initially analysed in separate analyses in which conceptions, strategies and methods for writing experiences of the strange and different, the other and suffering are identified. Secondly, the material is analysed in a comparative analysis, aimed at finding similarities and differences between the approaches but above all to let the approaches supplement and challenge each other.

In many earlier investigations a recall advantage of auditory lists spoken in a single voice has been found over recall of lists spoken in two alternating voices. One explanation proposed is an organization strategy which makes recall of alternating-voice lists so difficult. The strategy implies sorting same-voice words into same-voice groups at encoding. Based on this proposition, it was assumed that voice-by-voice recall would be better than recall in order of presentation, as then the recall instruction and the organization of items in memory would be in concordance. The present experiment tested and was unable to support this hypothesis.

The aim of my study is to investigate if and in that case how the writing process and texts written by students in the upper secondary school are affected by the writing tool; does it matter if they write their texts on a computer or by longhand? Another objective is to compare such an effect with the findings of previous studies performed on earlier generations of writers. The first part of my study was a survey. It showed that two thirds of the 67 students participating thought that they would have written better texts in the national writing test if they had been able to use computers. In the second part of the study each of the fourteen participants wrote one text on computer and another by hand.

The aim of this study was to, from a special educational approach, describe and analyse nine teachers and headmasters experiences and perceptions of the use of laptos, ?1-1?, as a tool for working with 13-16 year old pupils born outside of Sweden and with special educational needs (SEN). Interviews were used for data collection. The interview material was analysed with the phenomenografic analysis method and with meaning condensation method. The result was analysed through three perspectives on special education and the concept of inclusion as the study?s frame of reference.

To find useful methods of reading instructions for pupils with Cerebral palsy is a complex but at the same time very challenging work. The main focus of this research lies in studying the pupils work focusing on special adaptation of educational materials and means of assistance for pupils with Cerebral palsy. In trying to get a complete picture of the work with the reading instruction I don?t think that it can be described only by studying the work, it also demands an inside look at the job the working group performs. My overarching purpose of this research is to try out measures to further develop the work with reading instruction for pupils with Cerebral palsy.

The aim of the study was to examine plaqueindex, gingivalindex and oral hygiene measure among patients between 20-26 years of age, who were treated at the Dental Hygienist Programme at the University of Kristianstad. The study was performed as a dental record. All 126 subjects with records in this age were including in the study. Sixteen records (13 %) were excluded because the criteria were not fulfilled. Plauqeindex, gingivalindex and oral hygiene measures were registered from 110 records.

Ytans glans is a writing project developed during my third study year of creative writing..

I den här uppsatsen behandlas lärares arbete vid läs- och skrivinlärning i år 1. I dagens samhälle är det av stor vikt att varje individ utvecklar en god läs- och skrivförmåga. Forskning visar på att lärarens kompetens kan vara avgörande för att alla elever ska utvecklas till goda läsare och skrivare. Därför har jag intresserat mig för hur lärare arbetar. Jag har, genom kvalitativa intervjuer med fem verksamma lärare, undersökt hur deras arbetssätt ser ut samt tittat på vad som förenar dem och skiljer dem åt i detta arbete.