The purpose of this bachelor thesis is to develope knowledge about how mother tongue teachers in elementary school perform the activity of book-talks with their students and also how they percieve the school library as a means of help or not in their line of work. Furthermore it investigates what kind of collaboration the mother tongue teachers would wish from the school library if they were at liberty to choose. In order to obtain answers on the topic I have used the qualitative method of semi-structured interviews. I interviewed four mother tongue teachers who gives tuition in languages german, arabic, lithuanian and romanian to pupils in elementary school year 1 to 9. To analyze their answers I used the three strategies on literature pedagogy developed by Staffan Thorson and interpreted by library researcher Louise Limberg. The empirical evidence presented is also related to previous research and texts found in the literature review of this thesis. The results showed that my informants main strategy when performing book-talks was a didactic perspective in their selection of books for the pupils. Result salso revealed that nearly no collaboration between schoollibraries and mother tongue teachers existed but that there was a wish from the teachers to be able to use the library as a space for their reading and book activities and that the teachers also had a desire to work together with the schoollibrarian on topic literature pedagogy and book talk.