Leta, leka, lära : Förskoleklassbarns praktiker i skolbiblioteket

Sammanfattning: The purpose of this study was to learn more about children's library practices by studying preschool children during their regular school library visits. According to Cooper (2002) young children may experience problems finding books in a traditionally organized library. Focus was on how the children interacted with the library space, media, other children and adults. The theoretical framework was inspired by Vygotskij´s ideas on how children learn and Corsaro´s (2003) ideas on children´s social life. Björneborn´s (2008) model of information practices in libraries was used in theanalysis. The empirical material consists of field notes from six participant observations, conducted between September and November 2015. The study shows thatthe children searched the library for books mostly in spontaneous ways, with explorative strategies. They also devoted most of their time to social activities connected to books, like playing and reading. These activities seemed to be important to them, both in communicative activities and for developing their ability to choose books. Some children interacted less with others, sometimes because they were excluded by other children. The adult´s approaches seemed to be important for the children's practices, both for helping with strategies for finding books, but also for choosing books. The adults decided which books the children were allowed to borrow and the children seemed to accept this.