dc.contributor.advisor | Lazarevic, Nina. | |
dc.contributor.author | Raugstad, Nicholas. | |
dc.date.accessioned | 2024-08-31T15:51:24Z | |
dc.date.available | 2024-08-31T15:51:24Z | |
dc.date.issued | 2024 | |
dc.identifier | no.uis:inspera:229893255:51421870 | |
dc.identifier.uri | https://hdl.handle.net/11250/3149433 | |
dc.description.abstract | This thesis investigates the role of school libraries in supporting extensive reading (ER) and
the perceptions of English teachers and library administrators regarding the availability,
importance, and selection of English books in Norwegian primary and lower secondary
schools. Extensive reading, characterized by reading large volumes of material at an
appropriate difficulty level, is recognized for enhancing vocabulary comprehension and
overall language proficiency. However, implementing ER programs often faces challenges,
particularly related to resource availability and teacher perceptions. Through a mixed-methods
approach, this study gathers data from library mappings, student questionnaires, and
interviews with school library administrators and teachers. The research aims to answer the
following questions: What are the perceptions of school library administrators and English
teachers towards the availability, importance, and selection of English books? How do
English teachers utilize school libraries, and how are English books prioritized in these
libraries?
The findings reveal that both teachers and library administrators recognize the importance of
ER, yet face constraints due to limited resources and varying levels of support. Teachers often
struggle to fully integrate library resources into their curricula, while librarians emphasize the
need for better book selection to meet student interests. Additionally, there is a general
consensus on the potential benefits of ER for language development, though practical
implementation remains inconsistent. | |
dc.description.abstract | This thesis investigates the role of school libraries in supporting extensive reading (ER) and
the perceptions of English teachers and library administrators regarding the availability,
importance, and selection of English books in Norwegian primary and lower secondary
schools. Extensive reading, characterized by reading large volumes of material at an
appropriate difficulty level, is recognized for enhancing vocabulary comprehension and
overall language proficiency. However, implementing ER programs often faces challenges,
particularly related to resource availability and teacher perceptions. Through a mixed-methods
approach, this study gathers data from library mappings, student questionnaires, and
interviews with school library administrators and teachers. The research aims to answer the
following questions: What are the perceptions of school library administrators and English
teachers towards the availability, importance, and selection of English books? How do
English teachers utilize school libraries, and how are English books prioritized in these
libraries?
The findings reveal that both teachers and library administrators recognize the importance of
ER, yet face constraints due to limited resources and varying levels of support. Teachers often
struggle to fully integrate library resources into their curricula, while librarians emphasize the
need for better book selection to meet student interests. Additionally, there is a general
consensus on the potential benefits of ER for language development, though practical
implementation remains inconsistent. | |
dc.language | eng | |
dc.publisher | UIS | |
dc.title | The attitudes and beliefs held by English teachers and school library administrators regarding
the availability and utilization of English books in school libraries. | |
dc.type | Master thesis | |