Referenssituationen på högskolebiblioteket ? en arena för lärande?

The purpose of this master thesis is to investigate how librarians working in academic libraries are experiencing the reference situation from a pedagogical point of view, by applying a theoretical framework consisting of learning strategies and their different characteristics, to qualitative interviews. Other goals are to elucidate the fact that learning takes place every day at libraries during the reference situation and that this work must be seen as ?one of the most important activities that takes place at the library?, using the words from one of the interviewed librarians, but also to make place for more discussions regarding pedagogic and library work. This is done by posing questions about knowledge, learning, information literacy, communication, the reference encounter, the roles of the librarian, policy and also architectural aspects of the reference situation. The interviews were taped, transcribed and categorized according to the earlier mentioned areas of interest. Results and analyses are presented with quotes from the interviews that are related to the framework as well as to research by participants in this, and other relevant, subject fields. This essay points out that academic librarians are aware of the pedagogical aspects of the reference situation and consider it to be a learning situation of great importance for the user. Results also show that the main pedagogical theories that influence the academic librarians work during the contact with the user in the reference situation are individual and social constructivism. According to the authors of this essay, the reference situation must be seen as a complex situation with interrelated elements, mostly affected by the context the librarian and the user find themselves in. In so doing, the pedagogical foundation of the reference situation may differ.

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