Grundskollärares informationsbehov och informationsförsörjning
en intervjuundersökning ur ett rollperspektiv
This thesis deals with the information needs and information provision of teachers in compulsory school, from a role theoretical perspective. The object is to investigate teachers opinions on their information needs and information provision. The following questions have been used to approach the problem: Which are the information needs of teachers in compulsory school? How do teachers get the information they need? Which difficulties and deficiencies do teachers experience in their information provision, and what does the ideal situation look like? The theoretical frame of reference consists of a model of the information seeking of professionals, which is based on role theory. Qualitative interviews have been carried out with nine teachers. The results show that the teachers need information for their lessons, information concerning organisational and co-operational matters, professional development, student welfare, and in connection with different kinds of special commissions. The teachers use many different information sources. Being able to find information quickly and to feel confident with the information source are two important aspects when choosing information sources. The teachers requirements concern improvements in the information provision regarding organisational and co-operational matters, access to a school library and media centre, better knowledge on computers and the Internet, more time, and different possibilities to acquire professional development. One of the conclusions drawn, is that a school library with educated librarians could represent one possibility to meet teachers information needs for their lessons, of pedagogical literature and of professional development. A distinct structure and functioning routines, so that people know where to turn in different matters, could improve the part of the information provision that has to do with organisational issues.