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Att ta plats och göra skillnad: skolbibliotekariepraktiker i framgångsrika verksamheter
University of Borås, Faculty of Librarianship, Information, Education and IT.ORCID iD: 0000-0001-8208-1497
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Claiming space and making a difference : a study of the school librarian practices that enable successful school libraries (English)
Abstract [sv]

Avhandlingen är en sammanläggningsavhandling bestående av fyra artiklar på engelska och en kappa på svenska. För avhandlingsstudien intervjuades 22 skolbibliotekarier som arbetade på framgångsrika skolbibliotek i svenska högstadie- och gymnasieskolor.  

Syftet med studien är att bidra till fördjupade kunskaper om skolbibliotekariers arbete för att skapa framgångsrika skolbiblioteksverksamheter och hur det kan förstås med hjälp av begreppet skolbibliotekariepraktiker. I delstudierna utforskas det jag benämner som studiens empiriska aspekter, det vill säga: skolbibliotekariers identitet och synlighet, skolbibliotekarien som pedagogisk resurs och arbetet med normkritiska perspektiv. Fyra olika praktikteoretiska ansatser utgör de teoretiska utgångspunkterna för studien. Dessa ansatser kommer ur teorierna om performativitet (Butler 1997; 2006; 2011), infrastruktur (Star & Ruhleder 1996) och infrastruktur för lärande (Guribye 2005; Guribye & Lindström 2009) samt teorin om praktikarkitekturer (Kemmis et al. 2014).  

Avhandlingens titel Att ta plats och göra skillnad har kopplingar till studiens fem forskningsfrågor. Det rör sig för det första om skapandet av en performativ professionell identitet som skolbibliotekarie genom vilket en bibliotekarie framträder som syns, hörs, förändrar och gör skillnad. För det andra diskuteras sätt att ta plats kopplade till bibliotekets och bibliotekariens synlighet i skolan vilken skapas genom synliggörande och förespråkande. Bibliotekariernas allt större roll och närvaro i klassrum, undervisning och annan pedagogisk verksamhet blir ett tredje sätt att ta plats, där bibliotekarien fungerar som ett stöd för hela skolan genom undervisning, projektledning och skolutveckling. För det fjärde tar skolbibliotekarierna plats som drivande av skolans demokratiarbete. För det femte kan dessa sätt att skapa, driva fram och utveckla skolbiblioteksverksamhet begreppsliggöras som skolbibliotekariepraktiker. Genom analyserna framträder hur identitets- och relationsskapande, synliggörande och platstagande utgör viktiga delar i dessa praktiker.  

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2022.
Series
Skrifter från Valfrid, ISSN 1103-6990 ; 75
Keywords [sv]
skolbibliotekarier, skolbibliotek, praktikteori, school librarians, librarianship, practice theory
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
URN: urn:nbn:se:hb:diva-27634ISBN: 9789198339796 (print)ISBN: 9789198339789 (electronic)OAI: oai:DiVA.org:hb-27634DiVA, id: diva2:1644704
Public defence
2022-06-10, C203, Allégatan 8, Borås, 13:00 (Swedish)
Opponent
Supervisors
Note

Språk: Svenska med sammanfattning på engelska. Written in Swedish, with a summary in English 

Available from: 2022-05-20 Created: 2022-03-15 Last updated: 2023-01-03Bibliographically approved
List of papers
1. Using an infrastructure perspective to conceptualise the visibility of school libraries in Sweden
Open this publication in new window or tab >>Using an infrastructure perspective to conceptualise the visibility of school libraries in Sweden
2019 (English)In: Information research, E-ISSN 1368-1613, Vol. 24, no 3Article in journal (Refereed) Published
Abstract [en]

Introduction. An emerging research area within the social sciences is infrastructure studies. This article conceptualises school libraries as an infrastructure among others, allowing for a fresh look at the role of the school library. We review and discuss what constitutes the school library as an important infrastructure at a school site.

Method. Empirical data drawn from a qualitative interview study, including qualitative observations of Swedish school libraries was analysed using the concept of infrastructure.

Analysis. The analysis was conducted with the support of a model including structures and arrangements of infrastructures.

Results. A central objective of school library practices is to make the library more visible as one of the infrastructures of a school site. Different aspects of school library infrastructure can work for and against visibility.

Conclusions. By conceptualising school libraries as an important infrastructure among others at school sites, it was possible to develop a deeper understanding of school library practices and visibility. Findings from this study contribute to the research on school libraries as contested functions within the context of schools.

National Category
Other Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-22182 (URN)
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2022-05-17Bibliographically approved
2. Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities
Open this publication in new window or tab >>Performing the school librarian: Using the Butlerian concept of performativity in the analysis of school librarian identities
2016 (English)In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477, Vol. 0, no 0, p. 1-13Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research study using the Butlerian notion of performativity in the analysis of school librarian identity. The purpose is to explore how librarians at secondary and upper-secondary schools perform their identities as school librarians. Fourteen in-depth interviews were conducted. The analysis was driven by the theoretical concepts of performative identity, recognizability and intelligibility. Performing identity was found to be part of six work-tasks: to express, to position, to make visible, to remind, to inform and to explain. In conclusion, the study contributes to research on school librarian challenges, pursuits and strategies when performing professional identity in relation to teachers. Focusing on the performative acts of school librarians can contribute to understandings of their everyday challenges and deepen the understanding of the profession.

National Category
Information Studies
Identifiers
urn:nbn:se:hb:diva-11693 (URN)10.1177/0961000616678308 (DOI)000458875600010 ()2-s2.0-85061623091 (Scopus ID)
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2022-05-17Bibliographically approved
3. In plain sight: School librarian practices within infrastructures for learning
Open this publication in new window or tab >>In plain sight: School librarian practices within infrastructures for learning
2022 (English)In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477Article in journal (Refereed) Published
Abstract [en]

This study explored how school librarian practices are resources that can support teaching and learning at schools in Sweden. The empirical material was produced through 22 semi-structured interviews with ‘best practice’ awarded librarians at 14 Swedish secondary and upper-secondary schools. The theoretical framework consisted of a practice theory approach coupled with analytical concepts from information infrastructure studies. The findings highlighted how teachers and librarians collaborate closely in schools with designated best practice libraries. Members of both professions collaborated in teaching and interdisciplinary projects and were supported by management teams at the schools under study. However, the librarians expressed a disconnect between themselves and the teachers and leaders of the school. This disconnect was evidenced by a lack of planning practices and classroom teaching, impelling the librarians to advocate continuously for better awareness and visibility of their practices. The article offers insights into school librarian practices at sites that function simultaneously as both workplaces for professionals with multiple competencies and educational settings for students.

Keywords
Collaboration, school librarians, school libraries, teaching, theory of information infrastructure, visibility
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-29135 (URN)10.1177/09610006221140881 (DOI)000897154500001 ()2-s2.0-85144190913 (Scopus ID)
Available from: 2022-12-15 Created: 2022-12-15 Last updated: 2023-01-17Bibliographically approved
4. Norm Critical Projects in Swedish School Librarian Practices
Open this publication in new window or tab >>Norm Critical Projects in Swedish School Librarian Practices
2022 (English)In: Nordic Journal of Library and Information Studies, E-ISSN 2597-0593, Vol. 3, no 2, p. 16-32Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the practices of school librarians with a specific focus on norm critical pedagogy, a distinctively Scandinavian concept with a basis in critical pedagogies. In Sweden, norm critique is a practice, a pedagogy and a discourse. Our article offers examples of school librarian practices that deal with issues of sexuality and gender conceptualized in their work with LGBTQ+ literature from a norm critical perspective. We analysed semi-structured interviews with eight librarians in four secondary and upper secondary schools through the lens of the theory of practice architectures (Kemmis & Grootenboer, 2008). Our findings demonstrate how the norm critical practices of school librarians are enabled and constrained by arrangements within the school site, as well as by management, colleagues and professional learning practices. The projects carried out by school librarians that employ norm critical perspectives are both strengthened and challenged by collaboration with principals and other education professionals at the school site. When teachers challenge the views of librarians, the latter have to re-think and re-negotiate normative positions. Hence, norm critical thinking is not only taught but also practiced in the everyday work in school libraries. This article argues that these norm critical perspectives and the librarians’ practices represent important contributions to the democratic assignment of Swedish schools.

Keywords
critical pedagogy, education, democracy, gender, LGBTQ+, Scandinavia, norm critique, sexuality, school librarian, Sweden, theory of practice architectures
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-29174 (URN)10.7146/njlis.v3i2.132277 (DOI)
Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2024-06-24Bibliographically approved

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