Pedagogiska roller och organisatoriska hinder : Gymnasiebibliotekariers samarbete med lärare inom medie- och informationskunnighet (MIK)

The purpose of this study is to examine which pedagogical roles school librarians take on when collaborating with teachers in media and information literacy (MIL) education. The study also examines factors that affect this collaboration, such as support from school management, and perceived territoriality on the part of teachers. Media and information literacy is an essential competence for active participation in contemporary society, both at a societal and an individual level, and therefore constitutes an important area of instruction in schools. Effective teaching in this area requires cooperation between teachers and school librarians. The study is based on a quantitative online survey distributed to school librarians working in upper secondary schools in Sweden. The analysis is based on the pedagogical roles defined by Carol C. Kuhlthau, as well as role theory and theories of professions. The findings indicate that school librarians often assume multiple pedagogical roles. The results also show that support from school management is an important factor for collaboration to function. Furthermore, the findings suggest that perceived territoriality among teachers is generally low, but that it can still affect collaboration between teachers and school librarians.