This study examines how Swedish school librarians contribute to the institutional development and legitimacy of school libraries, with a focus on those awarded Skolbibliotek i världsklass (“World-Class School Library”). Using institutional theory as a framework, the study explores how individual agency, formal structures, and professional norms interact in shaping school library practices. 

The analysis is based on qualitative interviews with four school librarians and shows that while the award criteria did not directly change organizational structures, they served as tools for reflection, strategic planning, and increased visibility. The librarians describe how they work actively to integrate the library into the school’s pedagogical mission, often by building relationships with teaching staff and participating in planning and evaluation processes. 

The findings underline the importance of school leadership and organizational support in legitimizing the school library. They also highlight the role of school librarians as key actors in navigating between educational and cultural institutions, thereby influencing how school libraries are perceived and practiced.