De är ju ändå inte omöjliga: En kvalitativ studie om samarbete mellan grundsärskola och bibliotek
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
The purpose of this study was to investigate how special education teachers in Elementary school use libraries and how they experience collaboration with the school and public librarians and also how the collaboration might be concretized in the library's activities for the students. To achieve my purpose I conducted interviews with six special education teachers.
The result from the interviews showed that the students and the teachers use the library for many different purposes for example book loans and bringing desire to read but also for social training and communication by interacting with the librarians. The result also showed that there were no activities in the library that were just for the special need students. A common thought among the teachers where when the class doesn’t find anything interesting the librarian will because she is the one who knows about the libraries´ materials and has the ability to guide the teachers and students through the information load. Some teachers pointed out that if the librarians had more knowledge about the special need students’ disabilities the library visits could be more effective and collaboration between teacher and the librarian could make the visit better. As a theoretical framework David V. Loertschers teacher taxonomy was used. The teachers in the study most of the time were in the beginning and in the middle of the taxonomy scale, and never reached higher levels. This means that the teachers use and collaborate with the library quite passively.
Place, publisher, year, edition, pages
2016. , 36 p.
Grundsärskola, skolbibliotek, samarbete, specialpedagoger, utvecklingsstörning, stadsdelsbibliotek, funktionshinder, folkbibliotek
IdentifiersURN: urn:nbn:se:lnu:diva-51622OAI: oai:DiVA.org:lnu-51622DiVA: diva2:915623
Subject / course
Library and Information Science
Library and information science, 180 credits