Läsfrämjande på gymnasieskolan ? hur samarbetar bibliotekarier och lärare?
This thesis investigates collaboration between teachers and librarians concerning reading support activities in senior high schools in Sweden. The following questions were posed: 1. How do the teachers and school librarians cooperate when it comes to promoting reading? 2. To what degree of cooperation is that? And how is the level of cooperation perceived? 3. What factors determine the level of cooperation? The research method used is semistructured qualitative interviews with altogether two school librarians and two teachers. The interviews have been analyzed out of two theoretical perspectives: Lena Folkessons?s three professional dimensions and Patricia Montiel-Overall?s four models of teacher and librarian collaborations. The results are in line with previous research and an important conclusion is that the cooperation between teachers and librarians doesn?t exist as much as one could imagine concerning reading support activities. Personal contacts in school between teachers and librarians will develop lower grades of collaboration. When the school library has got an obvious place in the school organisation and when the school management is highly supportive to cooperation, a higher grade of collaboration is reached and also more reading support activities can take place in school.