Abstract:The aim of this article is to explore inter -professional collaboration in literacy education. It examines factors that facilitate collaboration between teachers and librarians and the contributions to literacy education. The study was designed as a research and development project in multicultural schools in Norway (2007Norway ( -2011. Its theoretical framework was cultural -historical theory of activity theory, and the theory of expansive learning. The methods were formative intervention, interviews, participant observation, and qualitative and quantitative analysis of student literacy.In the study, interprofessional collaboration made significant contributions to professional development and literacy educ ation. Interprofessional collaboration was developed as a collective learning process. It was facilitated by research interventions, development of a shared object of activity and work wit h new theoretical concepts and cultural art efacts. The findings indicate that interprofessional collaboration can make important contributions to realization of the mandate of the teaching and library profession.

The purpose of this article is analysis of discursive marginalisation through education in Nordic welfare states. What knowledge do Nordic research discourses produce about marginalisation through education in Nordic welfare states? What are the Nordic contributions to research discourses on marginalisation through education? We apply a discourse theoretical approach and analyse 109 peer-reviewed publications on marginalisation by the Nordic Centre of Excellence "Justice through education in the Nordic countries" (NCoE JustEd) between 2013 and 2017. The publications are from Finland, Sweden, Norway and Iceland. Four critical Nordic research discourses reconceptualise marginalisation in relation to dominant educational discourses on marketisation, Eurocentrism, gender equity and ableism. These Nordic research discourses document discursive effects of the dominant, normalising discourses in terms of stigma, segregation and exclusion of poor, working-class students, non-white and immigrant students and descendants of immigrants, as well as sexual minorities and disabled students. Based on ethical, epistemological and methodological considerations, the critical Nordic research discourses produce knowledge about marginalisation as a relational, intersectional and interdiscursive phenomenon. The critical Nordic research discourses de-and reconstruct knowledge about marginalisation in Nordic welfare states.

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Teacher and librarian collaboration has relatively low priority in schools and in educational research. This is a paradox, as teachers and librarians share a common social and educational mandate of literacy education. The purpose of this paper is to examine this paradox through exploring systemic contradictions in teacher and librarian collaboration within literacy education. Our data consists of discursive interaction between project leaders in an educational intervention project in Norway. The aim of the intervention is to develop teacher and librarian collaboration in two primary schools.Our analytical starting point is a critical conflict that occurred in one of the project leader meetings. The conflict arises from differing discourses of literacy education held by the local education authority and by the intervention project. We analyze how the project leaders respond to the conflict, how the conflict triggers new tensions and dilemmas within the project leader group and how the conflict creates obstacles to sustaining teacher and librarian collaboration in the project schools. We argue, that sustainable change can be achieved by tracing conflicts, dilemmas and tensions to systemic contradictions within and between activity systems.

The topic of this paper is literacy education and reading engagement in multilingual classes. The research question is: What facilitates reading engagement in the language of instruction in multilingual classes? In the paper we analyse reading engagement in the language of instruction in three multilingual classes in Norway within a literature based "book-flooding" program. The design was a research and development project in which teachers, researchers and librarians collaborated within literacy education (2007)(2008)(2009)(2010)(2011). In the paper we present the pedagogical interventions within the project and analyse the subsequent reading engagement. The measuring of reading engagement is based on a survey of the participating students in 2009, two years into the project. The overwhelming majority of the students were found to be what we define as engaged readers, measured by way of the students' amount of voluntary reading, library use and attitudes towards reading. The findings indicate that literature-based education, non-segregated educational provisions and use of library resources facilitated reading engagement in the language of instruction among both first-and second-language learners.