Tankar om talböcker
: elevperspektiv på Legimus

Translated title of the thesis: Thoghts about Talking Books: a student perspective on Legimus
  • Camilla Brink

Student thesis: Master, one year


The purpose of this study is to analyze the obstacles and possibilities that can be identified in students’ use of Talking Books and to get a sense of how students perceive teachers' attitudes and skills in this area. The method I used was a questionnaire answered by students in grade 4-9 that has a Legimus account. The result of the questionnaire is presented in tables and diagrams as well as a representative selection of quotes from the respondents. The results are interpreted based on a socio-cultural perspective (Vygotskij, 2001) as well as a theory of stigmatization (Goffman, 2014). In summary, the results show that respondents in this study for the most part are in favour of using Talking Books. They allege that Talking Books make it easier to understand texts and give them the opportunity to experience exciting books that they otherwise would have difficulty reading. Being able to read the same books as their classmates was also considered an important aspect. Despite the positive attitude of the majority of respondents, a number of negative factors was identified, such as the lack of expression in the reciter, the feeling that it is embarrassing to use Talking Books and the sense that their teacher thinks printed books are a better option. When it comes to how respondents perceive teachers’ attitudes and skills within the field, the results show great variations.

Date of Award2019-Aug-09
Original languageSwedish
SupervisorBarbro Bruce (Supervisor), Carin Roos (Examiner) & Lisbeth Amhag (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)


  • assistive technology
  • attitude
  • compensatory aids
  • legimus
  • stigmatization
  • student perspective
  • talking book

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