The aim of this thesis is to explore librarians’ experiences of introducing and working with a new method, shared reading, as a library activity for children (age 7-16). This is achieved through an empirical study applying qualitative interviews with so-called reader leaders, focusing on their experiences of learning and implementing the method within both public and school library contexts. Theory of professions has proved fruitful as an analytical tool, deepening the understanding of how the method of shared reading may challenge and enrich the librarian profession.   

Shared reading implies reading aloud in a book circle, but with no need for preparation or achievement of those who participate. This method is often described as suitable for all kinds of people, including those with limited reading experience. The reader leaders who were interviewed in this study, all experienced positive response from participating children. They also expressed that shared reading seemed to promote both reading and social wellbeing among participants. Furthermore they emphasise that there should be no other aim for the activity than sharing a text and the feelings it may evoke. According to these interviewees, shared reading is an activity suitable both at libraries and in schools.  

However, in a school environment the activity may sometimes collide with pedagogical objectives such as instrumentality and utility of reading. Other challenges of implementing this method concern the lack of time and little organisational support for the librarians. They all express that they need to be personally passionate about the activity and create space within their current schedules and work duties. Seen from the perspective of theory of professions, addressing such challenges methodically and proactively may contribute to developing librarians’ professional repertoire and identity in times of change.