نبذة مختصرة : The aim of this bachelor´s study is to explore the attitudes of school librarians and teachers towards the newly published reading lists composed by the authorities Skolverket and Kulturrådet. In order to understand this, the questions asked are the following: what view on literature do school librarians and teachers express when sharing their perspectives on reading instruction? How do school librarians and teachers view the intermediation of the literature on the reading lists to the students? And also, how is the government’s initiative to suggest specific titles for schools perceived by school librarians and teachers? This thesis is focused on teachers and school librarians in Swedish middle school. The study has been conducted through the use of semi-structured interviews with both teachers and school librarians. The theoretical basis is the three views on reading as Rydsjö and Elf (2007) describe them: the traditionalist view, the pragmatic view and the emancipatory view. I also use the theoretical terms autotelic and instrumental reading, deriving from Andersson (2015) The result of this thesis is that the reading lists are perceived as a useful tool, as long as they are voluntary to use. The participants regard them as mostly aimed at reading together in class, either individually or reading aloud. The analysis shows that emancipatory views on reading can be seen in both school librarians’ and teachers’ statements, as well as examples of both autotelic and instrumental views on reading in the school context. Traditionalistic views on reading are only found amongst the teachers participating in this study, not amongst the school librarians.
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