natgillin/translations-raw huggingface dataset:
Børn i lektiecaféen: da flere børn er ret unge, må det formodes, at voksne i disse tilfælde har hjulpet med at udfylde skemaet 
Thus in a way the research system is subsumed under the innovation system, as the basic reason for investment in research is the potential contribution to innovation.
I disse rapporter har bibliotekerne med egne ord beskrevet succeser og udfordringer, fordele og ulemper ved lektiecaféerne. 
All this means that communication is of great importance as well as making all relevant information in the research process available to all members.
I dette kapitel redegøres for, hvorvidt de definerede mål, delmål, succeskriterier og forventede resultater er opnået. 
Two sets of concepts have been particularly important in capturing the basic changes in the research system and shaping research policy.
Følgende skema dokumenterer antal besøg på lektiecaféerne. 
It is rather process-based and at least more fleeting in its conception of basic categories.
En grund til dette kan være, at behovene for dette tilbud har ændret sig, siden målene blev fastsat ved projektets start, og sprogstimulering er ikke længere et stort emne for bibliotekerne. 
When more and more research is done in teams or as part of research groups of a certain size this means that such teams and groups tend to have their own information services.
Antal piger/mødre, der har deltaget i disse tilbud, er ikke registreret. 
The current strategic discourse among opinion leaders and experts revealed the tendencies discussed above.
Antal læringsaktiviteter for forældre/voksne 
One book can serve several users.
Dette guideprojekt kan ses som et eksempel på et dialogforum, som vedtaget af styregruppen. 
The “Gymnasium” was created in its modern form and later closely connected to the reform of the university.
Som det yderligere fremgår af Farum Biblioteks evalueringsrapport, er målgruppen for guideprojektet unge, der efter folkeskolen har brug for hjælp til at komme i gang med en ungdomsuddannelse eller videregående uddannelse. 
The Prussian state financed all this - paying the university, the students and the accompanying expansion and regimentation of the library as the central resource making the research basis of the educational processes possible.
“Farum Bibliotek vil gerne fortsætte med guideprojektet af egne driftsmidler, da det er så billig en aktivitet, at det kan lade sig gøre uden at få tildelt ekstra midler.” 
Thus there was a generic and generalized obligation connected to the need to create curricula and get the research structure and the logic of research into synchronisation with the demands of scholastic reason underlying the establishment of degree programs.
I den kvalitative undersøgelse af fem lektiecaféer, har én lektiehjælper en anden etnisk baggrund end dansk, hun er dog lønnet (Amira Mohamad Nahas, Sundby Bibliotek). 
The basic and applied universities trained researchers for careers in academia and in industry and there was a close interaction between particularly the applied universities (typical technical and commercial/business universities/schools) and private companies.
Som dokumenteret ovenfor er basiscaféerne i høj grad videreført i drift, hvilket kan betragtes som en konsolidering af de støttede aktiviteter. 
Access to the relevant journals (and participation in the relevant conferences) was a condition of existence for active research groups in the university.
Men dels er talmaterialet for videreudviklingerne noget mindre end basiscaféerne, hvilket svækker generaliserbarheden, og dels er enkelte videreudviklinger afgrænsede forløb, såsom sommerkurser og lign. 
For the researchers in the research and development departments of private science based companies this was of course different.
Hvad angår delmålene om antal sprogstimuleringer, tilbud for piger/mødre og demokratiambassadører, er de ikke opfyldt. 
Some of the libraries are funded from the Ministry of Culture others via the university budgets in the Ministry of Science, Technology and Innovation.
Dette kapitel vil se nærmere på, hvilke kvalitative aspekter, der knytter sig til lektiecaféerne. 
The functional evolution of the structure of the research library system is driven by the various types of users and usage.
Hvordan er det at være (frivillig) lektiehjælper i en lektiecafé? 
In this sense it was a central part of the identity of the university as a university.
I dette afsnit vil analysen give et indblik i lektiecaféernes betydning for brugerne. 
The infra-structure aspect looks at the library as a service that should fulfil the needs of its users and the aims of the stakeholders.
De to første grunde er begge relaterede til lektiecaféens faglige betydning for børnene, den sidste grund er relateret til den sociale betydning. 
They are both complex systems with “users” inside the system, because the service rendered is provided not only by contact but by interaction.
Her er der flere børn at snakke med, mens man laver sine lektier. 
(The Gutenberg Project could be an example).
Og man forstår bedre lektierne end at sidde derhjemme. 
The various decision-makers have of course different policy goals and interests.
Min mor, hun har lidt svært ved det, så det er rart, at der er nogen der kan hjælpe.” 
We will look at these when we analyse the issue of value creation and stakeholders in the system.
“Så kommer jeg her, og så får jeg hjælp af lektiecaféhjælperne, og så bliver man hurtig færdig, og så har man tid til at gå hjem og slappe af.” 
We have already outlined a typology of users above: The direct and indirect users, the direct aware users and the - probably increasing group of - direct non-aware users.
Flere lektiehjælpere fortæller, at det også er deres indtryk at lektiecaféen gør en forskel, i forhold til at børnene rent faktisk får lavet lektierne: 
Active researchers tend more and more to keep informed about the knowledge situation in their field through direct communications in their networks rather than reading journals.
Når far og mor kommer sent hjem, eller når far og mor har en anden etnisk baggrund, så kan det jo godt være et problem at få hjælp til lektierne derhjemme.” 
This makes teaching material available in the form of bibliographies, lecture notes, texts, assignments and it transfers an amount of interaction between the teacher/s and the students to interaction via the net.
(Lektiehjælper, Hjørring Private Realskole) 
This is both an operational and a archival situation.
“Man får bedre karakterer, når de hjælper en. 
This was earlier called the scholastic function.
Det var fordi jeg havde lært de fleste af tingene her!” 
This is fi. the case in the area of IT research.
Når hun tager i lektiecaféen, er det for at blive bedre til studierne: 
This is a model of research with a number of very active foci and problem areas where things are happening.
Vi får nogle noveller og digte til undervisningen, som jeg ikke altid forstår, og så får jeg hjælp her til at forstå, hvad det handler om. 
The rural model of research is closely connected to the scholastic logic, because the way a department was staffed with researchers was to support the curriculum of the degrees offered by a department by active researchers.
Der er dog konkrete eksempler, der bekræfter lektiehjælperne i deres fornemmelse: 
Alternatively it can be provided by national or international organisations or units.
Både for hendes vedkommende men også for mit.” 
The third tendency we see is the tendency for knowledge synthesis.
(Lektiehjælper, Svendborg Bibliotek) 
This takes various forms.
En lignende succeshistorie findes på Brædstrup Bibliotek: 
They all have to do with the meta-level of knowledge.
Jeg blev kontaktet af den lærer, der modtog ham, fordi det viste sig, da han kom, at der havde han ikke haft det samme engelskpensum, som den klasse han ankom til. 
The validation issue actually is not so much a burning issue because of the collections or acquisitions of the library, but rather because of the enormous amounts of available information outside the library.
“Det største, det er at se børnene vokse. 
We can term this tendency the meta-knowledge centre tendency.
Jeg havde en oplevelse med en pige fra lektiecaféen. 
The three emerging roles involve different groups of users and technology need.
Kommentarerne fra undersøgelsen, underbygger det også, for eksempel som i dette citat: 
Government agencies, companies, universities have to cooperate and need support and assistance in the active fields that they are engaged in.
“Det er dejligt at komme i skole og have lavet sine lektier. 
Thus this points towards national or international organisation of such activities.
En af de adspurgte giver også en forklaring på, hvorfor vedkommende har svaret “nej” til, at det er blevet lettere i skolen: 
The roles revealed above can be linked to different identities and models of the library and thus are a foundation for different future development paths.
Også lærer Jeanette Nielsen-Man på Hjørring Private Realskole værdsætter lektiecaféen. 
It was back then where the librarian education was not an academic one, but a professional one, right?
“Lektiecaféen har virkelig, virkelig været god for ham. 
And then you had some librarian assistants who were office-trained staff.
Han har været forberedt og kunne arbejde ligesom de andre børn. 
That it was something you could, right […] it was very trade- oriented, right?
Og han har undgået konflikter med lærerne, som han ellers tidligere ville have haft, når han ikke havde lavet lektierne.” 
Very trade-oriented, the catalogue had to be correct and the librarian reference had to be correct, right?
(Jeanette Nielsen-Man, Hjørring Private Realskole) 
The librarian thus becomes a sort of archive detective.
Læring i bred forstand 
We shall revert to that.
I forhold til Sundby Biblioteks udvidede lektiecafé, læringscenteret, så kan man også her tale om dels en faglig, og dels en social betydning. 
Even though B/b has traditionally been seen as very user-oriented, the challenge for B/b is to get in touch with the users and their needs, now more than ever:
Stort set alle brugerne fremhæver hyggen - det sociale - som et vigtigt aspekt af lektiecaféerne. 
We are talking about different users with different needs, each requiring a specific kind of librarian identity.
“Jeg laver lektier og så snakker jeg lidt med min veninde og med lektiehjælperen, og så sidder vi så og spiser lidt. 
Further, it is B/b's task to identify the differentiation of the individual user groups:
“Nogle gange har jeg mine venner med herinde, så sidder vi og laver lektier sammen, og nogle gange hører jeg bare musik herinde. 
That is a research library which is not a passive communicative knowledge or data, but which is rather able to create relevant universes or scenarios of texts or data.
Alligevel dukker der flere steder i spørgeskemaundersøgelsen kommentarer op, der indikerer, at hyggen og det sociale samvær også er vigtigt. 
Well, I have always considered the library administration, perhaps along with the tax authorities, I am not sure … as the public institution furthest ahead IT wise.
Også lektiehjælperne og lektiecafé-koordinatorerne ser det sociale samvær som en vigtig del af lektiecaféen. 
The new librarians are not researchers, but a kind of archive detectives who support and communicate with the researchers.
Det er et af de steder, hvor jeg godt kan mærke, at jeg dækker et socialt behov også.” 
It could be an interest appetizer, but it cannot be more than an interest appetizer where you then have to interact with them.
(Hanne Vest, Svendborg Bibliotek) 
B/b as educational sparring partner
Også Sundby Biblioteks udvidelse, læringscenteret, har en klar social betydning for brugerne, fortæller koordinator på projektet Amira Mohamad Nahas. 
When B/b becomes an integrated part of the users' day-to-day lives, the librarian has to change into becoming sort of an educationist.
De sociale relationer og indblik i andre kulturer, opstår således på kryds og tværs mellem børn og voksne, unge og ældre, lektiehjælpere og brugere. 
The research libraries and the librarians in such a situation, will have or may get an immense influence on which results will reach the users and this may not be consistent with what the researchers had.
Men der er enkelte eksempler, der indikerer, at lektiecaféerne også støtter op om den sproglige udvikling - det er blandt andet opfattelsen hos Dan Henning Jensen, lærer hos Dyvekeskolen: 
But, but that is then, you could say, a challenge or requirement that you, as a knowledge communicator - do not judge what is the best knowledge to communicate, but instead offers knowledge opportunities.
Hun fortæller, at en af hendes elever med anden etnisk baggrund er blevet væsentligt bedre til dansk diktat, efter at være startet i lektiecaféen. 
The new potential users, e.g. private companies, they want to know which room to go to, but they also want to know which shelf and this and this material.
Det ville ikke altid være kommet frem med en samtale med mor og far derhjemme.” 
Yes, it may actually create nervousness from time to time to enter “the battle about finding the right knowledge”:
Har de lavet ballade, har de været søde, er de kede af det, er de glade, hvordan er det gået. 
[…] what you need when you are in the middle of a more long-term project, is a constant follow-up on literature and good advice, right?
Eller hvis børnene starter i skole, når de skal på gymnasiet, hvad er en gymnasiefest osv.” 
They just have to send some links of interest to you from time to time, etc. And participate in some meetings, right?
Baseret på interviews med bibliotekets lektiecafé-koordinatorer er der flere fordele ved at etablere en lektiecafé. 
That task that they should interact more, but it is also a question about, well you have to connect with influential people, right?
Især vores lokalradio har været helt oppe på tæerne over det. I den her sæson har de jo næsten kimet os ned, inden vi skulle i gang, for at høre hvornår det nu var, vi begyndte. 
The key word for this identity and organisation change is “The touching library”, i.e. a research library which can touch and move its users through its competence to select and qualify knowledge, and which is touched and moved by its users in order to deliver the best possible product.
Det kan også bruges til, at de dygtige elever kommer ind og får et æble og lidt juice, og venter på bussen, mens man laver sine lektier. 
And then you get a problem in relation to what the research libraries consider their other very big task, i.e. providing the students with elements of something that make them resemble the librarians.
I forhold til spørgeskemaundersøgelsen, er der bred enighed blandt de adspurgte lektiecafé-koordina-torer om, at udbyttet for biblioteket er “Godt” - nogle svarer “Middel” men ingen svarer “Dårligt”. 
The systemic evolution of the research library of the future is riddled with conflict of interest and interpretations that are related, but not exclusively explained by the changing identities:
“Projektet har været med til at udbygge bibliotekets samarbejde med mange kommunale instanser og skabe netværk på tværs. 
But, and this is interesting, only within a certain context and in certain and not flexible ways which may be more adequate seeking ways today.
Lektiecaféen er blevet meget positivt modtaget af bibliotekets øvrige brugere, har givet biblioteket meget goodwill og er med til at profilere biblioteket som helhed. 
The professional identity has shifted in the way that earlier you worked from rational and regular search patterns and only within a well-defined field.
Dvs. børn som i virkeligheden klarer sig selv, men hvor det sociale fællesskab og muligheden for hjælp er tiltrækkende. 
When we look at value creation we have to distinguish between instrumental values and intrinsic values.
“Der mangler rubrikken RIGTIG GODT Vi har et fantastisk liv i børnebiblioteket, vi har savnet længe.” 
Returns to investments in 'the library of the future' derive from two main sources: Value to the public and value to private users.
(Bettina Randahl Bigum, Farum Bibliotek) 
Value creation from infrastructure investments
Lektiecaféerne bidrager også på et mere overordnet plan til bibliotekerne, nemlig på det plan, der vedrører selve bibliotekets identitet og eksistensberettigelse. 
This form of cost-effectiveness is found also today in the acquisition of licenses for access to e-journals and databases, although here the physical aspect of the material being present is of course not an issue.
Bibliotekerne har fået en ny identitet, og læringscenteret matcher meget fint med det, der sker i samfundet, borgerinddragelse, medborgerskab osv.” 
With the development of research-based universities and research as a main and often nearly independent task the value creation of the research library is connected to the value of research.
Arbejdet med integration ser ikke kun godt ud for bibliotekets profil - flere biblioteker oplever også, at lektiehjælpspuljen gør en reel integrationsmæssig forskel. 
Not only does it give knowledge which is of intrinsic value, but it also contributes significantly to economic development.
Et læringscenter tilbyder typisk unge og voksne hjælp med praktiske ting såsom jobsøgning, IT og at forstå breve fra det offentlige. 
The infrastructure is created through a labour process that is independent of the labour process that ultimately creates the value.
Og det er jo et fantastisk tilbud til alle borgere. 
Operation of the infrastructure is also independent of the use of the infrastructure.
Her er succesen til gengæld også betragtelig. 
In the case of co-creation we see a different form of value creation.
I et telefoninterview om, hvad biblioteket med hendes øjne får ud af lektiecaféen, svarer Bibbe Slette Rasmussen: 
This is actually the form we find in the cooperation between faculty and library in securing the possibility of a curriculum.
“Biblioteket får meget ud af lektiecaféen - det er helt sikkert. 
Here the value creation takes place in two forms.
Lektiecaféen tiltrækker jo den målgruppe [tosprogede], som tilbuddet er tiltænkt, og det er kendt i lokalområdet, at vi har en lektiecafé. 
The information resources have to be available - that is an infrastructure aspect - but they have to be put to use and the usage is not only done by the researchers.
Vi har fuldt hus hver gang og et godt samarbejde med de frivillige. 
New roles and functions are created and cooperation is the dominant form of labour.
(Bibbe Sletting Jakobsen, Bibliotekshuset på Rodosvej og Sundby Bibliotek) 
The genesis of social capital: Increasing public and private usage
Det er ikke en af de opgaver, der tager mest tid, for den er meget selvkørende, og det er nogle meget gode lektiehjælpere, vi har. 
This he calls the creative destruction of social capital, because this is the condition for renewal of the knowledge we have understood as a connected world-view and totalizing set of concepts and categories.
“Vi tilbyder i forvejen en lektiecafé for børn, men med udvidelsen til voksne, får vi nu kontakt til hele familier og viser dem, at man kan bruge biblioteket til mange forskellige ting. 
The interesting “paradox” is that only if such knowledge is available can there be education in the sense that people are trained with knowledge that make them employable in a number of functions and not only as very narrowly focused specialists.
Men ikke alle ledere vurderer, at det er arbejdet værd at oprette en lektiecafé. 
The processes we see in the publishing business and the news at the moment provide a good example of creative destruction.
Bibliotekschef Per Høgh fra Ringkøbing-Skjern Bibliotekerne fortæller, at selvom man også der har haft kendskab til puljen - og løbende overvejet at søge den - er man hver gang landet på at lade være: 
The availability of news freely on the net and the use of social networks to provide news is also a case of creative destruction of social capital, because it destroys the advantage certain groups have in relation to monopoly or control of information.
Lektiecafé-koordinatorer brænder for arbejdet 
The goals can be of different kinds.
Der kan, som forrige afsnit viser, være flere fordele for et bibliotek eller en skole ved at etablere en lektiecafé. 
The student might be studying for a career of interest rather than a career on the job market, the researcher as well.
Med Hanne Vests ord, lektiecafé-koordinator på Svendborg Bibliotek, er man som lektiecafé-koordinator den: 
At the institutional level the value is connected to the goals and obligations of the institution in which students, faculty and researchers are working.
Det praktiske i forhold til papirer, blyanter, fotokopier, den slags.” 
In the case of faculty and researchers the determination of value created is divided.
Det helt overordnede billede er en flok meget tilfredse lektiecafé-koordinatorer. 
But the work of the researcher none the less has to be a contribution to the goals of the institution.
Der har virkelig været meget medvind. 
Tension one: Linkages between research library and university
Jeg har altid gerne ville arbejde med integration.” 
Tension two: Specialization vs. integration of services
(Bettina Randahl Bigum, Farum Bibliotek) 
Should service portfolios be specialized or integrated?
Hun tilføjer desuden, at arbejdet grundlæggende også passer godt ind i “rigtig børnebiblioteksarbejde”, og at hun som børnebibliotekar “ gerne vil have, at alle børn skal have et ordentligt fundament for at komme videre med en uddannelse.” 
The third tension is between perfecting the role and function of infrastructure and optimizing the form of value creation connected to this or changing the identity to become more of a co-creator in the knowledge production process.
Amira Mohamad Nahas fra Sundby Bibliotek understreger, at hun er glad for sit arbejde med læringscenteret: 
Do we seek an identity as an information provider or do we seek to become knowledge co-creators?
“Det, at man kan se, nogen får hjælp. 
Tension four: Serving private and/or public user groups
Det er en god ting for mig personligt at skulle tale med så mange mennesker på kryds af tværs af baggrunde. 
This has to do with the provision free of services and functions or the creation of a market situation where services have to be provided at a cost to users.
Dem kender jeg ved navn, og de kommer og taler med mig. 
Tension seven: Centralized vs. de-centralized provision of services
(Linda Hedegaard, Brædstrup Bibliotek) 
This could be the case f.i. with licenses.
Men der er også udfordringer og modgang i arbejdet med lektiecaféerne. 
Others are clearly de-central even by their very nature, f.i. the provision of physical learning spaces.
At samarbejde med frivillige 
This table shows the tensions at the left.
Alle biblioteker i den kvalitative undersøgelse samarbejder med frivillige lektiehjælpere. 
It would then be possible to make decisions on how to handle them.
Her havde man også et ønske om at tiltrække frivillige lektiehjælpere, men indtil videre uden held. 
As an example let us take the relation to the "mother"-university of a typical research library.
Bibliotekerne i den kvalitative interviewundersøgelse er generelt meget positive for samarbejdet med frivillige lektiehjælpere. 
If strategic decisions and other developments would mean that more and more functions will be performed centrally, then there is a high resolution of this tension.
Når det er sagt, så giver alle lektiecafé-koordinatorer udtryk for, at de er glade og taknemmelige for arbejdet med de frivillige. 
The actual conditions for the resolution would be given from the inputs at the right "From interview", which are inputs from the relevant stakeholders and actors - be it users, "owners", employees.
“Vi skal vedligeholde den gode hjælp - det at man bruger sin fritid på at komme og hjælpe de her børn. 
The stakeholders involved in the research library system are basically the same as those participating in the general knowledge system.
Her trækker Amira Mohamad Nahas således også en tråd til den integrationsmæssige værdi i mødet mellem frivillige lektiehjælpere og børn med anden etnisk baggrund end dansk. 
There will also be a number of research-based companies that do research that can be both of a basic nature and more connected to the innovation and development of the company.