A study of eight multicultural suburban Swedish classes forms the backdrop of an analysis of the role of the library in students’ development towards becoming skilled readers. In-depth interviews with five teachers and one librarian involved in the classes provide empirical data, even though background information was collected with mixed research methods. The librarian’s narrative is the primary source of data in this article. The children′s educational trajectory from the preschool class to third grade is in focus. The present meta-analysis highlights the role of the library and the librarian, with respect to linkages made to the children’s overall literacy development. As a tool for analysis critical literacy theory was used, thus extending the influence of the librarian′s participation beyond the actual literacy practice, to the surrounding society. The results indicate that the library played a vital role in several ways, for teachers and students as well as for the parents. The collaboration between the librarian and the teachers started with the librarian having book talks with the children. However, she became a participant in the team’s planning and follow-up activities, linking the worlds in and out of school.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Alvesson, M. & Deetz, S. (2000). Kritisk samhällsvetenskaplig metod. Lund: Studentlitteratur.
Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19, 87-106.
Barton, D. (2012). Participating, deliberate learning and discourses of learning online. Language and Education, 25(2), 139-150.
Barton, D. (2007). An introduction to the ecology of written language, 2nd edn. Oxford: Blackwell Publishing.
Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57, Supplement 1, June 2007, 45-77.
Clay, M. (1998). Reading Recovery. A guidebook for teachers in training. Auckland: Heinemann Education.
Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically based reading research. Educational Researcher, 36(9), 564–573.
Damber, U. (2011). Literature and Empowerment. US-China Education Review, 8(4), 88-102.
Damber, U. (2010). Reading for Life. Three Studies of Swedish Students’ Literacy Development. Diss. Linköping: Linköping University, Department of Behavioural Sciences and Learning.
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653 – 664.
Dockrell, J., Lindsay, G. & Palikara, O. (2011). Explaining the academic achievement at school leaving for pupils with history of language impairment: Previous academic achievement and Literacy skills. Child Language and Therapy. 14(2), 223 - 227.
Dressman, M. (1997). Literacy in the Library. Negotiating the Spaces Between Order and Desire. Westport: Bergin & Garvin.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375-411.
Findahl, O. (2013). Svenskarna och Internet 2013. Stockholm: Stiftelsen för Internetinfrastruktur.
Freire, P. & Macedo, D. (1987). Literacy: Reading the Word and the World. London: Routledge & Kegan Paul.
Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. Moss (Ed.) Assessment, equity, and opportunity to learn, 76-108. Cambridge: Cambridge University Press.
Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Evidence. In J. Larson & J. Marsh (Eds.), The SAGE handbook of Early Childhood Literacy. 2nd ed. (p. 523-541). London/Thousand Oaks, CA: SAGE.
Hart, Betty & Risley, Todd R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
Hedemark, Å. (2011). Barn berättar: en studie av 10-åringars syn på läsning och bibliotek. Svensk biblioteksförenings rapport 2011:1. www.biblioteksföreningen.se
Janks, H. (2010). Literacy and Power. London: Routledge.
Kamil, M. L., Afflerbach, P. A., Pearson, P. D., & Moje, E. B. (2011). Reading research in a changing era. I M. L. Kamil, P. A. Afflerbach, P. D. Pearson, & E. B. Moje (Red.). Handbook of reading research (Vol. IV, p. xiii–xxvi). New York, NY: Routledge.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66(1), 60-92.
Phillips, M. (2011). Parenting, time use, and disparities in academic outcomes. In G. J. Duncan & R. J. Murnane (Eds.). Whither opportunity? Rising inequality, schools, and children’s life chances (p. 207–228). New York: Russell Sage Foundation.
Ricketts, J., Sperring, R. & Nation, K. (2014). Educational attainment in poor comprehenders. Frontiers in Psychology, 5(Article 445).
Sandin, A. S. (2011). Barnbibliotek och lässtimulans. Delaktighet, förhållningssätt, samarbete. Regionbibliotek. Stockholm.
Schmidt, C., Gustavsson, B. (2011). Läsande och skrivande som tolkning och förståelse: Skriftspråket som meningsskapande literacypraxis. Pedagogisk forskning i Sverige, 16(1), 36-51.
Sjøberg, (2014). Sjøberg, S (2012). PISA: Politique, problèmes fondamentaux et résultats paradoxaux. Recherches en Education, 14.
Street, B. (2003). What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. Current issues in comparative education, 5(2), 77-91.
Street, B. V. (1995). Social literacies. Critical approaches to literacy in development, ethnography and education. Harlow: Longman Group Ltd.
Uljens, M. (2007). The hidden curriculum of PISA. The promotion of neo-liberal policy by educational assessment. In S. T. Hopman, S. T., G. Brinek, & M. Retzl (Eds.), PISA zufolge PISA. Hält PISA, was es verspricht (p. 295-304).