The aim of this thesis is to highlight the role as well as focus attention on the importance of upper secondary school librarians’ work with digital learning environments (DLE). While there is tremendous time and resources spent on digital learning environments in schools today there is still an immense dearth of research regarding how these digtial environments are employed by schools and school libraries and how that use might benefit learning. In this study I have focused on two areas: how the DLE is collocated and used at upper secondary school libraries, and how these choices can be viewed through theories of connectivism and connectivist learning. I have endeavoured to answer these questions through the use of a survey and for further depth I have collected information from three semi-structured interviews. The study found that most respondents’ DLE were comprised of combinations of several digital environments. Sometimes there was a division of material between different environments whilst some had tried to consolidate most sources to one of their digital spaces. The most elaborated resources and DLE were found with those who worked according to the latter approach. The literature and research suggests that libraries may be viewed as important access points of information for students in their collection of the information nodes that encompass their connectivistic networks of knowledge. Though, there are rarely any traces of possibilities for user-generated content which would satisfy two purposes for school libraries: increased learning and knowledge via social interaction as well as an increase in the feeling of relevance for the library’s digital learning environment. The study found that the school librarians’ view their DLE as a resource to support learning. Learning goals, such as course or project specific goals or those concerned with information literacy, were often applied in the creation of material and collections of resources made available to students and teachers via the DLE. Based on connectivistic thoughts learning via the DLE would be enhanced through user generated content and discussion boards.