The attitudes and beliefs held by English teachers and school library administrators regarding the availability and utilization of English books in school libraries.
Abstract
This thesis investigates the role of school libraries in supporting extensive reading (ER) andthe perceptions of English teachers and library administrators regarding the availability,importance, and selection of English books in Norwegian primary and lower secondaryschools. Extensive reading, characterized by reading large volumes of material at anappropriate difficulty level, is recognized for enhancing vocabulary comprehension andoverall language proficiency. However, implementing ER programs often faces challenges,particularly related to resource availability and teacher perceptions. Through a mixed-methodsapproach, this study gathers data from library mappings, student questionnaires, andinterviews with school library administrators and teachers. The research aims to answer thefollowing questions: What are the perceptions of school library administrators and Englishteachers towards the availability, importance, and selection of English books? How doEnglish teachers utilize school libraries, and how are English books prioritized in theselibraries?The findings reveal that both teachers and library administrators recognize the importance ofER, yet face constraints due to limited resources and varying levels of support. Teachers oftenstruggle to fully integrate library resources into their curricula, while librarians emphasize theneed for better book selection to meet student interests. Additionally, there is a generalconsensus on the potential benefits of ER for language development, though practicalimplementation remains inconsistent. This thesis investigates the role of school libraries in supporting extensive reading (ER) andthe perceptions of English teachers and library administrators regarding the availability,importance, and selection of English books in Norwegian primary and lower secondaryschools. Extensive reading, characterized by reading large volumes of material at anappropriate difficulty level, is recognized for enhancing vocabulary comprehension andoverall language proficiency. However, implementing ER programs often faces challenges,particularly related to resource availability and teacher perceptions. Through a mixed-methodsapproach, this study gathers data from library mappings, student questionnaires, andinterviews with school library administrators and teachers. The research aims to answer thefollowing questions: What are the perceptions of school library administrators and Englishteachers towards the availability, importance, and selection of English books? How doEnglish teachers utilize school libraries, and how are English books prioritized in theselibraries?The findings reveal that both teachers and library administrators recognize the importance ofER, yet face constraints due to limited resources and varying levels of support. Teachers oftenstruggle to fully integrate library resources into their curricula, while librarians emphasize theneed for better book selection to meet student interests. Additionally, there is a generalconsensus on the potential benefits of ER for language development, though practicalimplementation remains inconsistent.