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  • 1. Alexandersson, Mikael
    et al.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna (Editor)
    Elevers “forskning” via datorn: mantra, metod eller meningsfullt lärande?2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker. [Information literacies: on learning in information practices and information seeking in learning practices], Stockholm: Carlsson , 2009, 85-107 p.Chapter in book (Other academic)
  • 2.
    Davidsson, Birgitta
    et al.
    University of Borås, School of Education and Behavioural Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Tyrén, Lena
    University of Borås, School of Education and Behavioural Science.
    Informationssökning som diskursiv och social praktik i de yngsta skolbarnens rum för lärande2007In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 9, no 2, 76-133 p.Article in journal (Refereed)
  • 3.
    Davidsson, Birgitta
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Yngre skolbarns informationssökning och pedagogers föreställningar om den goda barndomen2009In: Informationskompetenser. Om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Stockholm: Carlssons bokförlag , 2009Chapter in book (Other academic)
  • 4.
    Dolatkhah, Mats
    University of Borås, Swedish School of Library and Information Science.
    Hampson Lundh, Anna (Editor)
    Skolbibliotek och läsfrämjande: Tre problemområden2013In: Skolbibliotekets roller i förändrade landskap: en forskningsantologi, BTJ Förlag , 2013, 112-141 p.Chapter in book (Other academic)
  • 5.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundberg-Rodin, Margareta
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Att värdera skolbiblioteksforskning2013In: Biblioteksbladet, ISSN 1651-5447Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    25 år av tvärvetenskaplig, internationell forskning visar alltjämt att bemannade skolbibliotek som samspelar nära med undervisningen kan ge högst meningsfulla bidrag till elevers lärande. Det menar sex forskare vid institutionen för Biblioteks- och informationsvetenskap vid Högskolan i Borås. I en lång replik (7/10) i debatten om skolbibliotek, där Gabriel H Sahlgren generöst presenterar färdiga och kategoriska lösningar på svåra och omstridda metodologiska problem inom samhällsvetenskaplig och tvärvetenskaplig forskning, bemöts vårt tidigare inlägg (4/10). Vi noterar att Sahlgren, som professionell opinionsbildare med uppdrag att finna argument för en fri skolmarknad, framhärdar i sin övertygelse om att en enda indisk studie är en bättre indikator på hur skolbibliotek i Sverige kan fungera, än den helhetsbild som övrig forskning presenterar. Skälet för detta är att den indiska studien använder sig av en experimentell metoddesign. Studien ifråga finner inget stöd för att anta att orsakssamband finns mellan förekomsten av skolbibliotek och elevers studieresultat.

  • 6.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundberg-Rodin, Margareta
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    "Skolbiblioteken allt annat än meningslösa"2013In: Dagens nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Relevansen och effektiviteten hos skolbibliotek har diskuterats på DN Debatt de senaste dagarna. Det är glädjande att forskning används som stöd för politisk debatt i detta sammanhang, men forskningsresultaten bör inte användas selektivt för att stödja en viss politisk ståndpunkt, skriver forskare och lärare vid institutionen för Biblioteks- och informationsvetenskap vid Högskolan i Borås.

  • 7.
    Dolatkhah, Mats
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lundh, Anna Hampson
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Information and experience: audio-visual observations of reading activities in Swedish comprehensive school classrooms 1967–19692016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 6, 831-850 p.Article in journal (Refereed)
  • 8.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Premises for Reading Activities in Swedish Primary School Classrooms 1967‐19692013Conference paper (Other academic)
  • 9.
    Dolatkhah, Mats
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Reading, democracy and discipline: Premises for reading activities in Swedish primary schools from 1967 to 19692014In: Reading in changing society / [ed] Marju Lauristin, Peeter Vihalemm, University of Tartu Press , 2014, 144-157 p.Chapter in book (Refereed)
  • 10.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Forskning om informationskompetens i skolsammanhang2013In: Skolbibliotekets roller i förändrade landskap: en forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ Förlag , 2013, 142-203 p.Chapter in book (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att presentera aktuell forskning om informationskompetens i skolan. Kapitlet behandlar därigenom forskning inom ett område som anknyter till ett av skolbibliotekens huvuduppdrag, nämligen att främja elevers förståelse för och förmåga att söka och använda information. Forskningen sker med olika utgångspunkter beroende på såväl teoretiska antaganden som syftet med forskningen och vi försöker i kapitlet att synliggöra detta.

  • 11.
    Gärdén, Cecilia
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    A matter of facts? Linguistic tools in the context of information seeking and use in schools2014In: Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1, Information Research , 2014, 15- p.Conference paper (Refereed)
    Abstract [en]

    This study explores how various meanings are attributed to the term facts in Swedish schools and how this may shape conditions for students’ learning. The understanding of information activities as social, communicative, and discursive, which motivates the study, is informed by a sociocultural perspective of learning and information interaction. The study re-analyses empirical data from four previous research projects, where material was collected through various qualitative methods, mainly interviews, observations, and document analysis. The material involves 14 classes from preschool to year 12. The data is analysed thematically. In the material, 565 occurrences of facts are identified and categorised. Three themes emerged inductively. The analysis generated three themes. Firstly, facts are associated with specific genres or modalities. Secondly, facts are seen as distinguishable, external, and tangible. Thirdly, facts come across as having strong connections to neutrality and they were viewed as evidence. The analysis shows variation in how the study participants talked about facts. Despite the dominant associations, each theme displays more complex meanings of the term, which indicates that it cannot be equated to how the term has been used as an analytical term in previous research. The frequent use of the term facts can be understood as a result of the strong focus on students seeking and using certain types of information for writing school reports. The results show the importance of information researchers adopting an open and explorative approach to the meaning of language used in school activities that they study.

  • 12. Hartel, Jenna
    et al.
    Sonnenwald, Diane
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Foster, Nancy Fried
    State of the Art/Science: Visual Methods and Information Behavior Research2012Conference paper (Refereed)
  • 13. Hedemark, Åse
    et al.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Bibliotek som arena för barns litteraciteter2014In: Medie- & informationskunnighet – en forskningsantologi / [ed] Johanna Rivano Eckerdal, Olof Sundin, Svensk biblioteksförening , 2014, 39-48 p.Chapter in book (Other academic)
    Abstract [sv]

    Begreppet medie- och informationskunnighet (MIK), eller som det ursprungligen heter på engelska media and information literacy, används allt flitigare. Även om Unesco definierade samlingsbegreppet så sent som 2011 har biblioteken sedan länge uppmärksammat dess innehåll.I denna skrift visar Svensk biblioteksförening på forskningens relation till MIK-begreppet, i synnerhet den biblioteks- och informationsvetenskapliga (B&I) forskningens. Nio forskare från tre lärosäten bidrar här med sina perspektiv på MIK i förhållande till biblioteksvärlden. Tillsammans bildar folk- och skolbibliotek, forsknings- och högskolebibliotek, sjukhus- och fängelsebibliotek, special- och myndighetsbibliotek ett unikt rikstäckande nätverk av över 4 000 kunskapscentraler. Dessa är en resurs för att möta vår tids ökade behov av medieoch informationskunnighet hos hela befolkningen.

  • 14.
    Hedman, Jenny
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, AnnaUniversity of Borås, Swedish School of Library and Information Science.
    Informationskompetenser: Om lärande i informationspraktiker och informationssökning i lärandepraktiker2009Collection (editor) (Other academic)
    Abstract [sv]

    Utmärkande för denna antologi är att informationskompetens genomgående betraktas som ett socialt fenomen som i hög grad är bundet till praktik och kontext. Detta synsätt ger upphov till frågor om hur bland annat biblioteken, universiteten och skolorna betraktar tillgängliggörande, sökande och användande av information. Boken är den första i sitt slag på svenska.

  • 15.
    Hedman, Jenny
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Informationskompetenser: Reflektioner kring teman i antologin2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Carlsson , 2009, 268-285 p.Chapter in book (Other academic)
  • 16.
    Hedman, Jenny
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Att lära informationssökning för yrkeslivet: Om bibliotekarier, lärare och sjuksköterskor2009In: Informationskompetenser: Om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Carlsson , 2009, 133-158 p.Chapter in book (Other academic)
  • 17.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Berättelser i gränssnittet: kritiska kompetenser och interaktiva informationsresurser2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Carlsson Bokförlag, 2009, 235-267 p.Chapter in book (Other academic)
  • 18.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna HampsonUniversity of Borås, Swedish School of Library and Information Science.
    Skolbibliotekets roller i förändrade landskap: En forskningsantologi.2013Collection (editor) (Other academic)
    Abstract [sv]

    Vad är ett skolbibliotek? Vad kan det vara? Vad bör det vara? I den här boken presenterar och diskuterar fem biblioteks- och informationsvetenskapliga forskare dessa frågor som rör skolbibliotekets roller i nya politiska, pedagogiska och teknologiska landskap. För att förstå skolbibliotekens nutida förutsättningar ses de i ljuset av den svenska skolbibliotekshistorien. I boken ges även en uppdaterad bild av den forskning som rör skolbibliotekets två huvuduppgifter: läsfrämjande arbete och informationskompetens. Det diskuteras dessutom hur forskning kan användas i skolbibliotekspraktiken. Boken vänder sig till skolbibliotekarier, skolledare och andra pedagogiska yrkesgrupper, blivande bibliotekarier och lärare, samt forskare med intresse för skolbiblioteksfrågor.

  • 19.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Vad kännetecknar ett skolbibliotek?2013In: Skolbibliotekets roller i förändrade landskap. En forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ förlag , 2013, 9-42 p.Chapter in book (Other academic)
    Abstract [sv]

    Under de senaste åren har förutsättningarna för de svenska skolbiblioteken förändrats dramatiskt. Förändringarna har skett och sker inom politik, pedagogik och teknik via politiska beslut, pedagogiska praktiker och teknikutveckling. Skolbibliotek räknas som en av tre huvudtyper av allmänna bibliotek i den svenska såväl som i den internationella biblioteksvärlden. De övriga två utgörs av folkbibliotek och högskolebibliotek/vetenskapliga bib liotek. Kännetecknande för ett skolbibliotek är dess uppgift att stödja lärande och undervisning i skolan. Frågan är vad detta betyder, hur verksamhet kan utformas för att åstadkomma detta och hur politiska, pedagogiska och tekniska villkor samspelar för a tt skapa förutsättningar för skolbiblioteksverksamhet. Detta kapitel avser att reda ut sådana frågor och försöka formulera några svar.

  • 20.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Doing research in primary school: information activities in project-based learning2011Doctoral thesis, monograph (Other academic)
  • 21.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Fråga, finna, formulera, förstå: Yngre elevers lärande med hjälp av IKT i skola och bibliotek2010In: Barnet, platsen, tiden: Teorier och forskning i barnbibliotekets omvärld / [ed] Kerstin Rydsjö, Frances Hultgren, Louise Limberg, Regionbibliotek Stockholm , 2010, 131-150 p.Chapter in book (Other academic)
  • 22.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Information practices in elementary school2008In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 13, no 4, 10- p.Article in journal (Other academic)
    Abstract [en]

    In this summary I present the theoretical and methodological starting points of a study that will be conducted during 2008. The study is a part of my doctoral thesis which in general deals with information practices in an elementary school. The thesis is related to the research field within librarianship and information science called information needs, seeking and use (see Case 2007), as well as to the field of information literacy, which has emerged somewhat independently of the information seeking field (Limberg and Sundin 2006). The thesis also borders the field of educational science. A basic assumption for the whole thesis is that the ways in which adults understand children and childhood is a prerequisite for how institutions for children, such as an elementary school, are designed (Mayall 2000: 120). Therefore it can be argued that a deeper understanding of children's lives in the contemporary society is always relevant. Two conditions, that is, the development of new ICT-tools and new teaching methods, have influenced both educators and schoolchildren during the last decades. These changes can be seen as intertwined and they highlight questions regarding information seeking and use. The new ICT tools have increased the possibilities to store and retrieve information and can also be said to have implications for the definition of literacy (Andersen 2006; Säljö 2005: chap. VII). The new teaching methods are characterized by a high degree of student activity, including students' own information seeking and use, as opposed to traditional ways of 'teaching the class' (comp. Macbeth 2000: 21ff). In Sweden, even the youngest school children are expected to work to some extent independently with problem-centred assignments. However, it has been shown that the implementation of ICT-tools in the lower grades is a complex process. For example, not all ways of seeking and using information are welcomed by educators (Davidsson et al. 2007). It has also been shown that problem-centred ways of working are not unproblematic, since they may collide with the traditional discursive practices of school (Alexandersson and Limberg 2003; Lundh and Limberg 2008). The present study is based on the assumption that school is a new social and discursive practice for young school children, who are expected to become competent members of that practice (Macbeth 2000). To become a successful pupil you need to understand the discursive practices of school (Säljö 2000: 204f), which includes certain ways of seeking and using information. The aim of the present study is to create an understanding of the kinds of information activities that are regarded as appropriate or less appropriate in the social and discursive practices of elementary school, from the perspective of the children.

  • 23.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Studying information needs as question-negotiations in an educational context: A methodological comment2010Article in journal (Refereed)
  • 24.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    Collecting and compiling: the activity of seeking pictures in primary school2012In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 68, no 2, 238-253 p.Article in journal (Refereed)
    Abstract [en]

    Purpose – The aim of this study is to further understanding of the situated activity of seeking pictures. It relates to an ongoing discussion on how multimodal information literacies are enacted in different social practices. Design/methodology/approach – In order to understand the characteristics of the communication and interactions in the activity of seeking pictures, video recordings from an ethnographic study of primary school children working with problem-centred assignments have been analysed. Findings – The analysis reveals how the activity of seeking pictures is shaped by the assumption that pictures are different from facts and information; pictures are seen primarily as having decorative functions. The activity is also characterised by playful, yet efficient cooperation between the children; they make the activity meaningful by transforming it into a play and game activity where pictures become important as physical objects, but not as a semiotic means of learning. Research limitations/implications – The study is limited to the activity of seeking pictures in a specific primary school; however, it shows how modes other than textual modes can be included in the study of information activities. Practical implications – The study reveals the need for developing methods for enhancing children's possibilities to critically examine and learn from visual material, such as pictures. Originality/value – Research on information seeking and information literacies rarely focus on multimodal aspects of information activities or the seeking of pictures outside special collections, despite the increased significance of visual material in the contemporary media landscape. This paper shows how studies of multimodal information activities can be designed.

  • 25.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Davidsson, Birgitta
    University of Borås, School of Education and Behavioural Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Talking About the Good Childhood: An Analysis of Educators’ Approaches to School Children’s Use of ICT2011In: Human IT, ISSN 1402-150X, Vol. 11, no 2, 21-45 p.Article in journal (Other academic)
    Abstract [en]

    This paper presents a study on how primary school educators describe children’s use of ICT. This is done in order to lay a foundation for an understanding of how information literacies may be enacted in Swedish primary schools. The empirical material consists of four focus group con-versations conducted with 20 educators at three Swedish primary schools. The analysis is focussed on how the educators discuss and describe ICT as tools for information activities and as parts of children’s childhoods. Two descriptions of childhoods are identified in the analysis: 1) the good childhood, in which there is room for traditional tools for information seeking such as books; 2) the contemporary and insufficient childhood, happening outside the school context, where digital tools for information seeking and other activities are used. The task of primary school is descri-bed as counterbalancing contemporary childhoods and therefore avoiding ICT. The authors discuss how the implications of these approaches could be limiting for how information literacies may be enacted in primary school.

  • 26.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    To assess information while being assessed: upper secondary school students' narratives about credibility judgements2012Conference paper (Refereed)
    Abstract [en]

    This paper explores how institutional expectations, in particular in relation to assessment and grading, are visible in Swedish upper secondary school students’ narratives about school assignments which require them to critically evaluate information sources, including participatory media.

  • 27.
    Lundh, Anna Hampson
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Användning av tillgängliga medier: En forskningsöversikt2017Report (Other academic)
  • 28.
    Lundh, Anna Hampson
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Subject positions of children in information behaviour research2016In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 21, no 3Article in journal (Refereed)
    Abstract [en]

    Introduction. This paper problematises how children are categorised as a specific user group within information behaviour research and discusses the implications of this categorisation.

    Methods. Two edited collections of papers on children’s information behaviour are analysed.

    Analysis. The analysis is influenced by previous discourse analytic studies of users within information science and by the sociology of childhood and the discourse analytic concept of subject positions guides the analysis.

    Results. In the children-focussed discourse of information behaviour research, children are described as being characterised by distinctive child-typical features, which means that similarities between children and other groups, as well as differences within the group, are downplayed. Children are also characterised by deficiencies: by not being adults, by not being mature and by not being competent information seekers. The discourse creates a position of power for adults, and for children a position as those in need of expert help. Children are also ascribed a subject position as users of technologies that affect the group in various ways.

    Conclusions. It is suggested that information behaviour research would benefit from shifting the focus from trying to explain how children innately are and therefore behave with information, to creating understandings of various information practices which involve people of a young age.

  • 29.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Talande böcker och läsande barn: barn berättar om talboksanvändning2013Report (Other academic)
    Abstract [sv]

    Syftet med denna rapport är att skapa en fördjupad förståelse för unga tal - boksanvändare (under 18 år) och utifrån denna förståelse skapa en grund för att vidareutveckla de svenska bibliotekens service till denna målgrupp. Rapporten är skriven på uppdrag av Myndigheten för tillgängliga medier, MTM. Bakgrunden till studien är formulerad i myndighetens Barn- och ungdomsstra - tegi för 2012–2014, där myndighetens arbete med att implementera ett barn - perspektiv betonas. Myndigheten vill genom rapporten utforska talboksanvän - dande barns beskrivningar av fyra teman: 1) läsning, 2) talböcker, 3) sätt att hitta talböcker, samt 4) bemötande på de lokala biblioteken. Det empiriska material som ligger till grund för studien samlades in av MTM:s medarbetare under den första halvan av 2012 och består av nio fokusgruppssam - tal som organiserades av fyra läns-/regionbibliotek, samt Synskadades Riksför - bund. Sammanlagt deltog 51 barn, 30 pojkar och 21 flickor, i åldrarna 9 till 16 år som alla hade någon form av läsnedsättning, såsom läs- och skrivsvårigheter/ dyslexi eller synnedsättningar. Gruppernas storlek varierade mellan 3 och 10 deltagare, och samtalen varade mellan cirka en halvtimme till en timme och en kvart. Fokusgruppsmaterialet har analyserats i tre steg: Först genom en inledande kodning utifrån de fyra teman som formulerats av myndigheten, och därefter, i ett andra steg, genom att sammanställa vad och hur grupperna berättade om läsning , talböcker , att hitta talböcker respektive bibliotek och identifiera likheter och skillnader inom varje tema. Resultatet av denna del av analysen är redovisade i ett eget kapitel och illustreras med en riklig mängd citat. Det tredje steget i analysen innebär att de fyra temana diskuteras utifrån de tre teoretiska begreppen läsningens materialitet , remediering , samt meningserbjudanden . Tre övergripande slutsatser kring hur de svenska biblioteken skulle kunna vidareutveckla sin service gentemot målgruppen unga talboksanvändare dras utifrån analysen: 1. Ett sätt för biblioteken att vidareutveckla servicen gentemot unga tal - boksanvändare är att i sitt arbete betona hur barnen kan använda talböcker. 2. Ett annat sätt att vidareutveckla servicen gentemot unga talboksanvändare är att, från en övergripande till en lokal nivå, föra en kritiskt reflekterande diskussion kring varför det är viktigt att förmedla talböcker. 3. Ytterligare ett sätt att vidareutveckla servicen gentemot målgruppen är att alltid betona vikten av ett professionellt bemötande i varje enskild kontakt med unga redan existerande och potentiellt blivande talboksanvändare.

  • 30.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Talking books and reading children: children describing their use of talking books2013Report (Other academic)
    Abstract [en]

    The purpose of this report is to provide an enhanced understanding of young users (under the age of 18) of talking books and, with a basis of this understanding, to create a foundation for the further development of Swedish library services to this target group. This report is written on behalf of the Swedish Agency for Accessible Media. The study background is formulated in the Agency’s Children and Youth Strategy for 2012–2014, in which the implementation of a children’s perspective in the organisation is emphasised. Through this report, the Agency wants to explore how young users of talking books describe four themes 1) reading as an activity; 2) talking books; 3) ways of finding talking books; and 4) the services of their local libraries. The study is based on nine focus group conversations that were conducted by the Swedish Agency for Accessible Media and organised by four county libraries, and The Swedish Association of the Visually Impaired. A total of 51 children participated, including 30 boys and 21 girls aged 9 to 16 years. All participants had some form of print disability, such as dyslexia or visual impairment. The size of the groups ranged from 3 to 10 participants, and interviews lasted between half an hour to an hour and a quarter. The focus group data was analysed in three phases: first through an initial coding based on the four themes set out by the Agency; second by compiling how the groups described the themes of reading, talking books, ways of finding talking books and libraries, and identify similarities and differences in each theme. The results of this part of the analysis is presented in a separate chapter and illustrated with quotations from the conversations. The third phase of the analysis entails a discussion of the themes based on three theoretical concepts: the materiality of reading, remediation, and affordances.Three overall conclusions on how Swedish libraries could further develop its services to young users of talking books are drawn from the analysis: 1. To further develop their services to young users of talking books, Swedish libraries could focus on enhancing their work on children’s use of talking books. 2. One way to further develop the services to young users of talking books is to, on a national as well as a local level, encourage a critical discussion on why children should use talking books. 3. Finally, to further develop the services to young users of talking books, the importance of a professional approach to each individual encounter with potential and future users of talking books needs to be continuously emphasised.

  • 31.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Dolatkhah, Mats
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home2015In: Proceedings from the Annual Meeting of the Document Academy, Sydney: DOCAM , 2015, Vol. 2Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is twofold. Firstly, to analyse how a particular reading activity in a post-war Swedish comprehensive school, was part of the larger social and political project of the welfare state, and tied to the notion of good citizenship. Thereby, and secondly, the paper aims to illustrate how dialogical document theory enables the study of reading, and possibly other types of document work and practices. The analysis of a speech by a teacher about what can be learnt from a short story during a Swedish lesson in a primary school in 1968 illustrates how document work such as reading activities are value-laden, and tied into ideologies and political projects. In this specific case, reading is in dialogue with the political project of realising the democratic and egalitarian “People’s home” which, somewhat paradoxically, required the disciplining of its young citizens. It is concluded that a dialogical document theory, which focuses on document work as it unfolds in localised activities and at the same time on situation-transcending documentary practices, can be useful for studies within Library and Information Science on reading in both utilitarian and pleasure oriented empirical contexts.

  • 32.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Dolatkhah, Mats
    University of Borås, Swedish School of Library and Information Science.
    Dialogical Documentary Practices: Analysing Reading in Swedish Primary School Classrooms 1967-19692013Conference paper (Refereed)
  • 33.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Dolatkhah, Mats
    University of Borås, Swedish School of Library and Information Science.
    LÄST-projektet: Om läsning, tradition och förhandling i svenska klassrum 1967-1969.2013Conference paper (Other academic)
    Abstract [sv]

    Under det senaste decenniet har det i Sverige pågått en debatt om hur barns och ungas läsning förändras och hur läsaktiviteter i skolan bör utformas. Dessa diskussioner tar ofta sin utgångspunkt i förändringar inom medielandskapet och huruvida digitala verktyg är lämpliga att använda i läsundervisningen i den svenska skolan. För att kunna bedöma och förklara lä sandets förändringar behövs historiskt orienterade studier som utforskar de sociala och kulturella förutsättningar för läsning som byggts upp under 1900 - talet. Idag inympas nya tekniker för produktion, distribution och konsumtion av skriven text i den läsk ultur som utvecklades i efterkrigstidens Sverige. Det är genom denna kultur som vi förstår nya medievanor, och som vi kan tolka dem som hot eller löften för läsandets framtid som kulturellt, samhälleligt fenomen.

  • 34.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Dolatkhah, Mats
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Reading as dialogical document work: Possibilities for Library and Information Science2016In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 72, no 1, 127-139 p.Article in journal (Refereed)
    Abstract [en]

    Purpose The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often conceptualised as information behaviour or information practices within Library and Information Science (LIS).

    Design/methodology/approach An empirical example – a lesson on how to read railway timetables – is presented. The lesson stems from a research project including 223 Swedish lessons recorded in Swedish primary schools 1967-1969. It is argued that this lesson, as many empirical situations within LIS research, can fruitfully be regarded as documentary practices which include document work such as reading, rather than instances of information behaviour.

    Findings It is found that the theoretical perspective of dialogism could contribute to the theory development within LIS, and function as a bridge between different subfields such as reading studies and documentary practices.

    Research limitations/implications The framework is yet to be applied on a larger scale. This would require a willingness to go beyond the entrenched idea of information as the core theoretical concept and empirical object of study within LIS.

    Social implications The theoretical framework offers a view of the relations between individuals, documents, and social contexts, through which it is possible to explore the social significance of core LIS concerns such as reading, literacy, and document work.

    Originality/value The theoretical framework offers an alternative to the monologist, information-based theories and models of people’s behaviours and practices prevalent in LIS.

  • 35.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sundin, Olof
    Department of Arts and Cultural Sciences, Lund University.
    To assess and be assessed: Upper secondary school students’ narratives of credibility judgements2015In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 71, no 1, 80-95 p.Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of the study is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded.

     

    Design/methodology/approach: Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves.

     

    Findings: Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting.

     

    Research limitations/implications: The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction.

     

    Practical implications: The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary.

     

    Originality/value: The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading. 

  • 36.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Johnson, Genevieve Marie
    Curtin University.
    The use of digital talking books by people with print disabilities: A literature review2015In: Library hi tech, ISSN 0737-8831, Vol. 33, no 1, 54-64 p.Article in journal (Refereed)
    Abstract [en]

    Purpose The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

    Design/methodology/approach An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

    Findings First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

    Originality/value Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

  • 37.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Det svenska skolbibliotekslandskapet: Styrning, institutioner och intressenter2013In: Skolbibliotekets roller i förändrade landskap: En forskningsantologi. / [ed] Louise Limberg, Anna Hampson Lundh, BTJ förlag , 2013, 43-63 p.Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel syftar till att presentera en rad institutioner och aktörer inom den svenska skolbibliotekssektorn och diskutera dessa institutioners och aktörers inlägg och påverkan i den samtida diskussionen om skolbibliotekens roller, funktioner och uppgifter.

  • 38.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lloyd, Annemaree
    University of Borås, Swedish School of Library and Information Science.
    Swapping settings: Researching information literacy in workplace and in educational contexts2013In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 18, no 3Article in journal (Refereed)
    Abstract [en]

    Introduction: Information literacy research is characterised by a multitude of interests, research approaches and theoretical starting-points. Challenges lie in the relevance of research to professional fields where information literacy is a concern, and the need to build a strong theoretical base for the research area. We aim to lay a foundation for a discussion on how researchers may approach issues of norms and values in information literacy, through a comparison between selected studies in educational and workplace settings respectively. Method: Eight recent empirical studies on information literacy were selected for analysis; four of educational settings and four of workplace settings. Analysis: A comparison between the eight studies was made with a focus on conceptualisations of information literacy and approaches to issues of norms and values. Results: Two approaches to norms and values in relation to information literacy were identified in the eight studies. The studies conducted with students have a clear evaluative approach, while three of the workplace studies are characterised by an explorative approach. One workplace study has an intermediate position. The evaluative and explorative approaches are then swapped, to examine how relevant each approach is in the context of the other setting. In this way, we are able to discuss underlying perspectives that direct research. Conclusion: Our analysis suggests that well-chosen theoretical perspectives are necessary if information literacy researchers wish to influence professional practice.

  • 39.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Michnik, Katarina
    University of Borås, Swedish School of Library and Information Science.
    Samarbete mellan folkbibliotek och barnhälsovård i Sverige: En utökad kartläggning och nulägesbeskrivning2014Report (Other academic)
    Abstract [sv]

    Den här rapporten presenterar resultaten av fyra enkäter som under 2012 och 2013 besvarades av folk-/barnbibliotekarier, sjuksköterskor verksamma vid barnavårdscentraler (BVC), barnbibliotekskonsulenter och barnhälsovårdsutvecklare över hela Sverige, med avseende på samverkan mellan de två institutionerna folkbibliotek och barnhälsovård. Enkätundersökningen, som är den första i sitt slag, genomfördes som en del i projektet Samverkan BVC – bibliotek för barns språkutveckling – forskning och best practice vid Region Halland. Syftet med rapporten är att utifrån de två institutionerna, folkbibliotek och BVC, identifiera och beskriva gemensamma metoder i arbetet med små barns språkutveckling, samt nivåer av samverkan. På detta sätt skapas en grund för metodutveckling och förbättrat samarbete. Rapportens övergripande slutsats är att det förekommer samarbeten som fungerar väl, men att det samtidigt finns stort utrymme för utveckling vad gäller samverkan mellan institutionerna kring små barns språkutveckling. Följande sex insatser bedöms som viktiga: 1. Att på den lokala nivån fortsätta utveckla samarbeten kring föräldrautbildningar och se bibliotekets medverkan i denna som en integrerad del av föräldrautbildningen, snarare än som ett separat inslag. 2. Att på den lokala nivån i alla samarbetsprojekt arbeta med gemensam planering, tydliggörande av mål, syfte och ansvarsfördelning, marknadsföring, samt en strukturerad och dokumenterad uppföljning och återkoppling. 3. Att på den lokala nivån genom användarundersökningar följa upp hur satsningarna uppfattas av såväl föräldrar som barn. 4. Att på den lokala nivån utarbeta skriftliga överenskommelser mellan institutionerna vad gäller formerna för samarbete. 5. Att på den lokala och regionala nivån i högre utsträckning arrangera gemensam och regelbunden fortbildning. 6. Att på den lokala, regionala och nationella nivån arbeta mot att utveckla stödet från kommunala bibliotekschefer, samt att förankra samarbetet på en politisk nivå.

  • 40.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Nilsson, Jenny
    Children Reading Talking Books: Materiality, Remediation and Affordances2013Conference paper (Other academic)
  • 41.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Smith, Bradley
    Semiosmith Editing and Consulting Services.
    Two King Lears: The Meaning Potentials of Writing and Speech for Talking Books2015In: Proceedings from the Annual Meeting of the Document Academy, Sydney: DOCAM , 2015, Vol. 2Conference paper (Refereed)
    Abstract [en]

    The talking book is a type of assistive technology where original print text is audio recorded and marked-up in order to make it accessible for people with print-disabilities, such as visual impairments or dyslexia. In this pilot study, we explore the implications of remediating a written text, the script of Shakespeare’s King Lear, into spoken text. We compare two readings of the play: a talking book version; and a commercial audiobook recording. We examine intonation choices in an excerpt from the play in the two readings. The analysis shows significant variation in choices of intonation, and thus the meanings that are produced in the two versions, resulting in not one but two King Learplays. One implication of such variation might be that different styles of narration demand different ways of reading. The results point to the need to explore howintonation makes meaning for actual talking book readers in situ, where meaning-potentials are realised through the interaction and encounter between the text, the reader(s), the social settings in which they are reading, and the material properties of talking books.

  • 42.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hedman, Jenny
    University of Borås, Swedish School of Library and Information Science.
    Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker2009Conference paper (Other academic)
  • 43.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Designing by Decorating: The Use of Pictures in Primary School.2012In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 17, no 3Article in journal (Refereed)
    Abstract [en]

    Introduction. This paper concerns the concept of information use. The aim of the study is to understand how information use, as an activity, is shaped when project-based methods are used in primary school. The particular focus here is information use which involves visual information resources. It relates to the overarching aim of a set of studies describing and illustrating how information literacies are enacted and socially shaped in Swedish primary schools. Method. 25 booklets, produced by children at a Swedish primary school when working with project-based assignments, were collected during an ethnographical study. Analysis. An analysis of the relationships between pictures and text in the 25 booklets was conducted. Results. The analysis suggests that the pictures in the booklets are subordinated to written text and their functions are decorative and illustrative. Pictures are seldom used for explaining or narrating. Conclusions. An underpinning idea of the study is to understand information activities as purposeful within the settings where they take place. Given earlier research indicating that project-based working methods tend to be focused on the reproduction of facts and the making of products rather than on contents, it could be argued that the children's use of pictures in this study is purposeful. However, if this use of pictures is a desirable outcome could be a matter of discussion. The findings may be relevant for developing teaching in the multimodal aspects of information use.

  • 44.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Information practices in elementary school2008In: Libri (Copenhagen), ISSN 0024-2667, E-ISSN 1865-8423, Vol. 58, no 2, 92-101 p.Article in journal (Refereed)
    Abstract [en]

    This article presents a qualitative study that examines the roles of pedagogues in elementary schools with regard to young children's information literacy. The concept of information literacy is seen from a sociocultural perspective, as a dimension of literacy that varies in different social practices. Further, from this perspective the importance of the mediating functions of tools used in information seeking is stressed. Data was collected from a Swedish village school from one focus group interview and two individual interviews with different kinds of pedagogues. Problem-centred teaching was also observed in five forms with pupils aged 6-8. In the analysis an overarching division or two discourses connected to information literacy emerged. On the one hand, literacy, aesthetic activities and the reading of fiction were the focus and, on the other hand, there was a focus on information literacy, utilitarian information-seeking activities and ICT tools. It is also shown that information seeking is given a certain meaning in problem-centred activities in elementary school. The authors consider that the discourses found in the empirical material might have implications for the concept of information literacy, if they are explored to a fuller extent.

  • 45.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    The role of the pedagogue in pupils’ construction of information literacy2007Conference paper (Refereed)
  • 46.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Lärare och informationskompetens: Från utbildningspraktik till yrkespraktik2006In: Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, ISSN 1604-7869, E-ISSN 1901-1040, Vol. 2, no 3, 5-14 p.Article in journal (Refereed)
  • 47. Nilsson, Jenny
    et al.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Vikten av att våga: Erfarenheter av uppdragsforskning2013Conference paper (Other academic)
    Abstract [sv]

    Sedan 2001 har Mötesplatskonferensen i Borås årligen samlat praktiker, forskare och utbildare inom det biblioteks- och informationsvetenskapliga området. En av de grundläggande utgångspunkterna för konferensen är att de olika delarna av sektorn har att vinna på en ökad dialog. Mötesplatskonferensen är tänkt som en arena där vetenskap och praktik kan mötas. Möjligen är det så att konferensen också bygger på en idé om att vetenskap och profession sällan möts på särskilt många andra arenor.

  • 48.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Constructing librarians' information literacy expertise in the domain of nursing2008In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477, Vol. 40, no 1, 21-30 p.Article in journal (Refereed)
    Abstract [en]

    This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitaitve empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.

1 - 48 of 48
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