[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-135015-en":3,"doc-seo-135015-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},135015,687197207919,"Theodora","https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552",8,"Research & Report","LIKE WARP AND WEFT - Examensarbete om skolbibliotekets bildningsfrämjande uppdrag i den målstyrda grundskolan","The thesis examines how Swedish compulsory school librarians can understand and implement the concept of bildung within the school library context. It addresses a long-running shift in Swedish school library discourse toward a result-oriented, efficiency-driven educational mission emphasizing measurable outcomes and grades. Using new institutionalism theory and socio-cultural theory, the study analyzes qualitative interviews with nine school librarians. Findings show that institutional conditions shape whether librarians prioritize bildung initiatives or adapt work to efficiency demands.","SOM VARP OCH VÄFT  \nSkolbibliotekets bildningsfrämjande uppdrag i den  \nmålstyrda grundskolan  \nMaja Gustafsson & Kristina Hambitzer  \nExamensarbete (30 högskolepoäng) i biblioteks- och informationsvetenskap för masterexamen inom ABM-masterprogrammet vid Lunds universitet.  \nHandledare: Karen Louise Grova Søilen  \nÅr: 2024  \nTitle  \nLIKE WARP AND WEFT  \nSchool librarians’ability to promote the fostering of bildung in the compulsory school  \nAbstract  \nIn the Swedish discourse surrounding school libraries, there has since the 1980’s been an ongoing shift towards a result-oriented approach to education and learning, which prioritises quantifiable values and students achievements and grades. This reflects a neoliberal trend where the fostering of bildung has been pushed aside by an efficiency-driven educational mission. The aim of this thesis is to contribute with knowledge on how the concept of bildung within the school library context can be understood and implemented by Swedish compulsory school librarians. This study also aims to make visible the competencies of the profession, as well as to explore the potential of the library space within the school. The theoretical framework consists of new institutionalism theory and socio-cultural theory. The empirical material was gathered using qualitative interviews with nine Swedish compulsory school librarians. The findings ofthe study indicate that variations in the extent to which school librarians engage with the concept of bildung, and how it reflects in their daily work, is influenced largely by factors related to institutional conditions. Librarians working within beneficial institutional contexts, with a great portion of autonomy and with interested and supportive school leaders, tend to prioritise bildung initiatives into their work. Conversely, those librarians who face challenges such as lack of resources due to institutional conditions, tend to align their work more with the school’s efficiency-driven educational mission. The librarians emphasise adaptation to the institutional demands as a means of legitimising the role of the school library within the broader educational context.  \nKeywords  \nLibrary and information studies, School librarian, School library, Library space, Compulsory school, Bildung, Liberal education, New institutionalism theory, Socio-cultural theory, Qualitative research, Biblioteks-och informationsvetenskap, Bildning, Bildningsfrämjande, Nyinstitutionell teori, Sociokulturell teori, Skolbibliotek.  \nINNEHÅLLSFÖRTECKNING  \n1. Inledning och problemformulering ...........................................................................................5  \n1.1 Syfte................................................................................................................................................................................... 6  \n1.2 Forskningsfrågor ....................................................................................................................................................... 7  \n1.3 Avgränsningar............................................................................................................................................................. 7  \n1.4 Disposition ..................................................................................................................................................................... 7  \n2. Bakgrund...........................................................................................................................................9  \n2.1 Bildningsbegreppet................................................................................................................................................... 9  \n2.1.1 Bibliotekslagens formulering ..................................................................................................... 9  \n2.1.2 Bildningsbegreppets historiska bakgrund.......................................................................... ","cbCaioJB4WPHKr9b","https://ap.wps.com/l/cbCaioJB4WPHKr9b","pdf",647006,1,100,"English","en",105,"# Inledning och problemformulering\n## Syfte\n## Forskningsfrågor\n## Avgränsningar\n## Disposition\n# Bakgrund\n## Bildningsbegreppet\n### Bibliotekslagens formulering\n### Bildningsbegreppets historiska bakgrund\n### Den målinriktade skolan\n## Skolbibliotekets två politiska hemvister\n## Skolbibliotek och bildning, en historisk tillbakablick\n### 1940-tal till 1980-tal\n### 1980-tal till nutid\n# Tidigare forskning och relevant litteratur\n## Skolbibliotekets institutionella förutsättningar\n## Biblioteksrummet\n## Skolbiblioteket som pedagogisk resurs eller medpedagog?\n## Bildningsfrämjande i en målstyrd skola\n# Teoretiskt ramverk\n## Nyinstitutionell teori\n### Organisationsfält\n### Isomorfism","[{\"question\":\"What problem does the thesis focus on regarding school libraries in Sweden?\",\"answer\":\"It focuses on how the school library’s bildung-promoting role is affected by a shift toward result-oriented, efficiency-driven education emphasizing measurable outcomes and grades.\"},{\"question\":\"How is the study conducted and what data is used?\",\"answer\":\"The study uses a theoretical framework combining new institutionalism theory and socio-cultural theory. Empirical material is collected through qualitative interviews with nine Swedish compulsory school librarians.\"},{\"question\":\"What explains differences in how librarians prioritize bildung in daily work?\",\"answer\":\"Differences are largely influenced by institutional conditions. Supportive contexts with autonomy and engaged school leadership tend to enable prioritizing bildung initiatives, while resource constraints and efficiency pressures lead librarians to align more with the school’s efficiency-driven mission.\"}]","LIKE WARP AND WEFT - Examensarbete om skolbibliotekets bildningsfrämjande uppdrag i den målstyrda grundskolan | PDF",1787303180,252,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"like-warp-and-weft-thesis-on-school-librarians-bildung-promoting-role-in-outcome-based-compulsory-school","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/like-warp-and-weft-thesis-on-school-librarians-bildung-promoting-role-in-outcome-based-compulsory-school/135015/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-25","2026-08-21",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What problem does the thesis focus on regarding school libraries in Sweden?","Question",{"text":76,"@type":77},"It focuses on how the school library’s bildung-promoting role is affected by a shift toward result-oriented, efficiency-driven education emphasizing measurable outcomes and grades.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How is the study conducted and what data is used?",{"text":81,"@type":77},"The study uses a theoretical framework combining new institutionalism theory and socio-cultural theory. Empirical material is collected through qualitative interviews with nine Swedish compulsory school librarians.",{"name":83,"@type":74,"acceptedAnswer":84},"What explains differences in how librarians prioritize bildung in daily work?",{"text":85,"@type":77},"Differences are largely influenced by institutional conditions. Supportive contexts with autonomy and engaged school leadership tend to enable prioritizing bildung initiatives, while resource constraints and efficiency pressures lead librarians to align more with the school’s efficiency-driven mission.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,136],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":46,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":46,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":46,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]