Promoting reading 1
• In what ways have the participants been changed
as a result of their participation (in both the short and long term)? For additional relevant questions to ask in connection with reading promotion programme and project evaluations, refer to the IFLA report above. Sandin (2011) notes that reports and evaluations are often used to show how the funds granted have been used, resulting in the highlighting of what has worked well within a project, and the toning down of what has been less successful. Detailed and more critical evaluations are found mainly within larger projects that have hired external evaluators. But such evaluations are relatively few. The majority of the reading promotion projects and programmes undertaken in Sweden are not evaluated at all, and many researchers have found that there is a lack of critical and analytical evaluations and reports on library projects. This also applies to a high degree to the various reading promotion activities of popular education organisations. It is important to monitor and evaluate more reading promotion interventions in order to identify possible shortcomings and development opportunities. But research and evaluation is also essential for making the potential merits of an activity visible in a way that is credible and neutral in relation to the project owners. In such a case, research and evaluation can help to document and make visible activities and experiences that deserve to be made visible and disseminated. One can also note the need to set specific objectives that are possible to monitor and evaluate to a greater degree than is currently the case. References Ahlén, Birgitta & Norberg, Inger (ed.) (2005). Läslust och läslist: idéer för högstadiet och gymnasiet. Lund: Bibliotekstjänst. Bogren, Anna-Karina & Oskarsson, Carina (2011). Läslust och arbetsglädje – om läsfrämjande projekt på Uddevalla Stadsbibliotek. Borås: Borås University, Swedish School of Library and Information Science. Masters thesis. Chall, Jeanne S. (1983). Stages of reading development. New York: McGraw-Hill. Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha & Safford, Kimberly (2014). Building Communities of Engaged Readers: Reading for Pleasure. London: Routledge. Ehrenberg, Maria; Persson, Magnus & Svensson, Cinna (2013). Synen på skönlitteratur för vuxna på svenska folkbibliotek: en förstudie. Halmstad: Region Halland. Ellis, Sue & Coddington, Cassandra S. (2013). Reading Engagement Research: Issues and Challenges. Included in Hall, Kathy; Cremin, Teresa; Comber, Barbara & Moll, Luis C. (ed.) International handbook of research on children’s literacy, learning and culture. Hoboken: Wiley. Farmer, Lesley S. J. & Stricevic, Ivanka (2011). Using research to promote literacy and reading in libraries: guidelines for librarians. IFLA professional reports no. 125. Frid, Nina (2012). Slutet på boken är bara början: om läsarsamtal, bokcirklar & bibliotek. Lund: BTJ förlag. Gärdén, Cecilia; Michnik Katarina & Nowé Hedvall, Karen (2010). Projekt som biblioteksutveckling. Borås: Borås University, Swedish School of Library and Information Science. Conference paper. Hansson, Annice & Svensson, Margaret (2006). Läsfrämjande verksamhet för ”läsovana” vuxna. Borås: Borås University, Swedish School of Library and Information Science. Masters thesis. Hell Carlsson, Hedvig-Christina (2014). Läsa för livet: Bibliotekschefers syn på litteraturförmedling för vuxna. Borås: Borås University, Swedish School of Library and Information Science. Masters thesis. 17