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Sammanfattning

This study examines how school libraries at upper secondary school in Sweden work to promote reading motivation among students, and how Swedish language teachers and students make use of the school library as a resource. The study is conducted against the backdrop of declining voluntary reading among young people, as documented in international surveys such as PISA, and the forthcoming legislative changes that impose stricter requirements on staffed school libraries with qualified personnel. The study draws on a sociocultural theoretical framework and three complementary perspectives. Data were collected through semi-structured interviews with eight school librarians at five municipal schools in southern Sweden, non-participatory observations of the school library environments, and questionnaires distributed to Swedish language teachers at the same schools. The material was analysed through methodological and data triangulation. The findings show that school librarians engage in varied and creative reading promotion work, including book talks, reading projects, book clubs, themed displays, and events. Teachers generally rate the school library’s contribution to student reading motivation highly. However, the collaboration between school librarians and Swedish language teachers, while perceived as high in quality when it does occur, takes place infrequently and tends to depend on individual initiative rather than on structural or organisational preconditions. Observations reveal that students primarily use the school library as a social meeting place and study space rather than a place for reading. Reading motivation among students is perceived by teachers as low and closely tied to assessment contexts. The study concludes that the school library’s potential as a reading promotion resource is significant but unevenly realised. Structural barriers, time constraints, and a lack of shared understanding of the school library’s mission limits the depth and reach of collaboration. A more systematic approach to collaboration is needed for the school library to function as an effective mediator or reading motivation for all students.