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The aim of this study is to develop a deeper understanding of how upper secondary teachers view the role of the school librarian and how these professions collaborate. Although the subject is well researched within Library and information science, there are few studies that illustrate the teacher's perspective and experiences of the school librarian's role, and collaboration between the professions. Thus, the aim of this study is to fill this knowledge gap. The empirical material was collected through eight semi-structured interviews with professional teachers in the Swedish upper secondary school. To highlight how the teachers see the role of the school librarian, Abbott's (1988) theory of professions was applied. Montiel-Overall (2005) teacher and librarian collaboration model (TLC-model) was also chosen, since the aim is to analyze how the professions collaborate with each other. The result and conclusions show that teachers in this study generally have a positive view of the school librarian’s role, and that they mainly describe the librarian's role as a literacy promoter. This is reflected in how the professions collaborate. The majority of the interview participants engage in more superficial collaborative practices, though a few engage in deeper collaboration that include integrated instructions. Despite the positive image of the role, some ambiguities were found regarding what the school librarian's role entail, an aspect that is confirmed by research and literature within the field. The view of the school librarian's role in the school is vital for whether a collaboration takes place and develops. |
