The purpose of the thesis is to develop new knowledge about how the activity booktalk, and the cooperation´s related to these are perceived by librarians and teachers. The purpose is also to see how booktalk can be related to current theory. The booktalks in this study are conducted by librarians in the public libraries for pupils in grade four in elementary school, and the method is based on semi-structured interviews with two librarians and two teachers. The empirical evidence presented in the thesis is related to previous research and texts found in the literature review. Finally, the results show that booktalks are important in the way that students learn to read and that it contributes to student’s love of reading. The interviewees appreciate their cooperation. In order to contribute to student´s reading, they would like to see a closer cooperation between library and school. However, librarians who work in public libraries and teachers who teaches in elementary school are governed by different policy documents and different administrations that do not encourage enhanced cooperation due to lack of time and resources. Meanwhile, the interviewees think that there are advantages that school classes visits the public library to take part of booktalk: All students, independent of if they come from reading homes or not can take part of the public libraries offerings. This can ensure love of reading and lifelong learning.