The library is a school information center: food for thought or a guide to action?
Russian education has entered the 21st century, armed with new plans, goals and ideas. Mainly, of course, ideas, but that’s great. Proof of this is provided by various informatization and computerization programs and the Federal Education Development Program.
The main goal of the latter is “the development of the education system in the interests of forming a harmoniously developed, socially active, creative personality...” (3, 19), and among the main goals one of the important places is occupied by “the harmonious development of the individual and his creative abilities based on the formation of motivation the need for education and self-education throughout life.” (3, 19)
It was not by chance that I chose these goals, where the leading concepts are “socially active,” “creative,” and “self-education.” The fact is that the formation of these concepts is impossible without new approaches and new technologies, many of which are aimed at independent work of schoolchildren.
In addition, in the last decade there has been an information revolution in the world. The high pace of development of technologies for storing and processing information makes it possible to gain access to it at the international, national, and regional levels. The problem of access to information has come to the fore, and access not only physical, but also intellectual, which is today one of the most pressing not only in Russia, but also in the world.
Simply put, the person we have to educate must not only be able to obtain information, but also know what to do with it and how to do it most effectively. (In parentheses, we note that when we talk about information, we mean the definition of information (from the Latin Informatio - information, explanation, presentation) as “information about objects and phenomena of the environment, their parameters, properties and states that perceive information systems (living organisms that control machines, etc.) in the process of life and work” (5.8), or as “information transmitted by people orally, written or otherwise (using conventional signals, technical means, etc.) …” (1, 455).
Meanwhile, one of the barriers to access to information is the low information literacy, or culture, of users. Moreover, we use the term “information culture” in the broad sense of the word, which implies an individual’s ability to navigate both traditional and non-traditional sources of information, the ability to determine what information is, where it can be searched and found, how it can be extracted, processed and the most important thing is how it can be used. Young people should be able to find and put into practice information about what prospects for continuing their education they have, what role the plan plays when writing an essay, or, for example, what the greenhouse effect threatens specifically for them and why it is important to know about the causes of Stalin’s repressions.
However, very often students do not know how to use even traditional sources of information, such as a book or periodical. It’s sad to see how a 9th grade student, having received a volume of an encyclopedia in his hands, does not know which end to open it from and how to find the necessary material there. Well, there is no need to talk about the differences in the quality and reliability of materials in a monograph (by the way, what is this?) or a popular science youth magazine. For many people this problem does not exist. What can we say about the so-called new information technologies? The majority of schoolchildren do not know what electronic catalogs and file cabinets are, have never “visited” electronic libraries, and have only heard about the “World Wide Web” from the TV screen.
Naturally, such graduates amaze the imagination of teachers of higher and secondary specialized schools and specialist librarians (not school ones). It is typical that in the current situation they are trying to place all the blame on the school library. How legal this is, we will not say now, one thing is clear - the school library in these conditions is the most important link that can solve the problems of improving the information culture of students. And since the modern school is faced with the task of teaching children how to use a computer competently and have the skills to work with search information systems, schoolchildren need to be taught to work with sources of information both on traditional and non-traditional media, with electronic catalogs and file cabinets
It is school libraries that play a key role in developing students' understanding of information search and developing their skills in accessing and working with information sources. Therefore, one of the trends in modern library services in schools and primary vocational education institutions should be to expand the range of knowledge and practical skills that teachers and students can acquire.
The main goals facing today's educational libraries stem from one another and are closely interrelated:
· providing wide guaranteed access to information
· maximum use of the potential of new information technologies to improve user service
· formation and development of information literacy and student culture.
Therefore, the information and bibliographic work of the library, which includes several areas, is becoming increasingly important:
· maintaining a reference and bibliographic (or reference and search) apparatus,
· reference and information services for students and teachers,
· developing the skills of independent library users in young readers.
Each school library forms a reference and bibliographic apparatus, which includes alphabetical and systematic catalogs, a catalog of scientific, methodological and pedagogical literature, as well as card indexes necessary for the information and bibliographic support of the school library. The number and topics of file cabinets depend on the needs of a given school.
Reference, bibliographic and information services for students, as a rule, are carried out through the organization of work on the design of book exhibitions and viewing exhibitions, bibliographic reviews for students, and the compilation of advisory and information-thematic literature lists. Reference and bibliographic services for teachers include holding Information Days, Department Days, bibliographic literature reviews, reviews of periodicals, consultations, compiling information lists of new arrivals, preparing individual information for individual departments and teachers
Finally, the most important part of the work of a school library is the education of students’ information culture, which is carried out through a system of library and bibliographic lessons. Each school should have a schedule and curriculum for such lessons, which indicates the class, topic, and number of hours.
Based on the Model Regulations on the Library of a General Educational Institution, today’s school library is a structural unit that implements three main functions in its activities - informational, cultural and educational (See 4, 48). According to some researchers, the school library is the main information resource for the majority of students and 64.5% of school teachers.
However, it should be noted that there are many problems, among which the most serious and typical are:
· almost complete lack of staffing (according to our surveys, more than 70% of school librarians in the Pskov region consider this the most important obstacle to their work);
· heavy workload on library workers who work with different age groups of students and teachers; they essentially organize two funds: literature and textbooks;
· poor technical equipment: few school libraries can boast of having audio and video equipment, let alone computers, especially with CD-ROMs;
· lack of reading rooms - as a rule, there are several tables available where readers can study;
· misunderstanding by the administration of the role and place of the library in the structure of the educational institution. Often, the school director views the library as a textbook distribution point. (By the way, this is probably the most important reason for the deplorable situation, from which all of the above follow).
In rural schools, where there is often no full-time librarian available, these problems are compounded. Naturally, it is very difficult in the face of so many problems to talk about modernization, new approaches and views on the library. “Meanwhile, financial issues are not as important as issues related to the very essence of education. Any profound change in the process of communication, that is, our ability to access data, information and ultimately knowledge, and in the processes that help us discover, invent, teach and learn, is bound to have a profound impact on education. Therefore, when assessing a new information technology - the Internet system - we need to make the right decision, since the stakes are high. By using the word Internet, I mean that this short term implies a whole range of technologies, such as networks of personal computers, hypertext and hypermedia, the World Wide Web, and much more” (2).
How to combine the incompatible and solve the insoluble? How to solve the problems of school libraries and truly make them “a school for teaching information handling”?
It seems to me that there is an excellent way out of the situation that will help make a breakthrough in the situation with school libraries and become the first step towards informatization of the educational space of the region. The school library fits perfectly into the school's informatization program as the most logical structural unit, especially at its initial (informatization) stages. This is a unit designed initially to accumulate, store and disseminate information. World practice has shown that traditional information carriers coexist perfectly alongside non-traditional ones, mutually developing and complementing each other. By the way, in American literature and science a stable term “information and library science” has developed.
“In fact, the library and the Internet are increasingly being seen in conjunction with each other, that is, they both offer a huge variety of materials, just in different formats - and in both cases, both students and teachers receive immediate access to data, texts, images and other forms of information” (2)
Recently, different models of school libraries have appeared in different regions of Russia: educational center, media library, media center and others. It seems to me that they all reflect the same approach, with slight variations, to the role and place of the library in the school: the library is an information center. This approach means:
· mediation between information and the consumer (between the school staff and the global information space), i.e. accumulation, distribution, popularization of various materials, provision of reference information;
· assisting students and educators in identifying resources and using information, developing strategies for those who want to educate themselves;
· qualified consultations and recommendations for users that will help them find and process the information received;
· a modern reference and search system that allows you to quickly and completely find the necessary information;
· databases and data banks on methodology and education;
· systematic training of students in the use of new and traditional information technologies
Let us immediately make a reservation that the information center may have a different number of funds, rates, equipment (depending on the capabilities of the school), and, accordingly, different goals and objectives.
This approach to the role and place of the school library allows us to solve many important problems of information support for education. Including the problems of providing education management with reliable, up-to-date information that will allow one to objectively judge the processes taking place in the educational space, keep abreast of new educational strategies, know pedagogical technologies, and therefore be able to use effective techniques and management systems in their activities , make the right strategic decisions.
Is it realistic to create such centers in the current situation? It seems to me that in conditions when there is one computer in a school, this is the only not only real, but also logical solution, if by information center we mean a structural unit that actually collects, stores and provides information necessary for the management, functioning and development of an educational institution .
This is logical, because it expands the resources of the school library. This makes sense because it allows you to use these resources throughout your full workday. This is logical, because in the absence of the necessary information on traditional media, there is no need to rush around the school (lyceum, gymnasium, college, etc.) but immediately find it in electronic databases. Finally, this is logical, because the “Fundamentals of Information Culture” lessons, which must be taught in every class and which include an introduction to new information technologies, can be taught here, in the school library.
The creation of information centers based on school libraries will allow:
“- increase the efficiency, completeness and accuracy of the information received when servicing subscribers;
- reduce labor costs for performing technological operations (acquisition, organization and use of funds, reference and information services);
- expand the range of information support and reference services provided related to the preparation, introduction and prompt provision of reference information;
- optimally use documentary and information resources of both your library and other organizations, including those with departmental, territorial and state affiliation, in the interests of users;
- improve the work comfort of library users and staff;
- satisfy the need of teachers and students for new types and forms of educational information tools specially developed for the Internet (for independent work on academic subjects and various aspects of the educational process)…” (6, 5).
I would like to draw attention to one more aspect of this problem. The transformation of libraries into information centers with the active use of new technologies will become the basis for the creation of a unified information space and will help solve another task set out in the general directions of development of the Federal Education Development Program - “Develop and gradually implement a unified automated library network in the education system. Optimize , strengthen and develop libraries of educational institutions and other organizations of the educational system. (Implementation period: 2000-2005)" (3, .54).
Now that we are convinced that the creation of information centers is possible, logical and, in general, is the only way out and a real solution to problems, we can dwell in a little more detail on the specific tasks that school libraries (and school administrations) face when implementing plan for introducing new information technologies into work practice.
First (and perhaps most important) is the need to make a decision. After this, nothing remains: a strategic library development plan or development program is developed, which includes:
· analysis and assessment of the current state of the library (with an objective description of the strengths and weaknesses of its activities);
· identifying problems that need to be solved to improve work;
· the purpose of creating a new model;
· a list of assigned tasks (these include financial, logistical, personnel, and methodological tasks);
· program for implementing tasks (i.e. a specific action plan).
The most important thing is to correctly assess the situation and make the right decision, so as not to end up in the role of two greedy bear cubs from a fairy tale.
The algorithm for implementing the new model may include:
· - creation of electronic catalogs and card files;
· automation of internal library processes - compiling bibliographic lists of references, accounting of the collection, working with acts, subscribing to periodicals;
· formation of funds of non-traditional storage media (floppy disks, CDs);
· creation of databases of existing methodological developments and programs;
· ensuring the possibility of obtaining information using electronic delivery of documents (via the Internet or other information networks);
· receiving and distributing information (bibliographic, normative, etc.) from other information institutions (via networks or CDs, etc.);
· obtaining information from educational authorities;
· creation of software banks (one of the possibilities for replenishing them is the design of computer programs by schoolchildren).
Naturally, with this approach, not only the material and technical base and financial objectives play an important role, but also the correct personnel policy. The role of the school librarian becomes somewhat different. He must become a specialist in the field of library information technology, capable of collaborating with teachers (primarily computer science) in developing a systematic approach to working with information. The head of a school library must have sufficient vision to see long-term tasks, be able to carry out strategic planning, and be able to perceive new knowledge.
Another problem arises here - retraining of personnel. However, there is no problem here. For example, the Center for Scientific and Pedagogical Information of the Pskov Regional Institute for Advanced Training of Education Workers is ready to conduct courses and seminars that will help current librarians become specialists in the use of new information technologies, which, given the high qualifications and creative potential that they possess, will not be difficult at all. By the way, in 2001 we held a seminar “Working with electronic catalogs and card files in the Mark system.” This year we conducted courses for school librarians “New approaches to the work of a school library,” where one of the key blocks was training in working in the Marc system.
So, let's summarize. What benefits will turning the library into an information center give to the school?
We will not again list the advantages of automation and computerization of internal library processes.
The most important thing is that a department appears in the school that is capable of organizing and disseminating information in order to expand the knowledge of students and improve the professional skills of teachers through the introduction of new, effective technologies, which is interested in developing students’ skills in handling information sources
The regional education system receives a ready-made platform for uniting all libraries of educational institutions into a single information resource and thereby creates the prerequisites for entering the Russian and global information space, which is necessary to ensure guaranteed wide access to information and for its (education system) informatization
The regional meeting on the work of school libraries, which took place in March of this year, proves that the Main Department of Education under the administration of the Pskov region understands the importance of new approaches to the work of school libraries, and allows us to hope that in the near future all school libraries in our region will be transformed into modern information centers.
PS. When I was preparing this material, the thought flashed through my mind: “Poor school librarians will say that another responsibility falls on our shoulders!” But then I remembered the advanced training courses for school library managers, the latter’s keen interest and their readiness to introduce new technologies into work practice and thought: “No, with such personnel we will succeed, if only school directors understand the importance of new approaches and meet us halfway.” !".
References:
1. Big encyclopedic dictionary / Ch. ed. A.M. Prokhorov. - 2nd ed., revised and supplemented. - M., 1998. - P.455.
2. The Internet is changing the nature of higher education: President N. Rudenstine’s speech at the conference at Harvard University “Internet and Society” on May 29, 1996 // USIA Electronic Journal. URL: http://www.rpo.russian.usia.co.at.
3. On approval of the Federal Education Development Program. Federal Law of the Russian Federation dated April 10, 2000 No. 51-F3. – Bulletin of Education. – 2000. - No. 12. – P.3-70.
4. 178. Approximate regulations on the library of a general education institution // Official documents in education. - 2004. - No. 14. - P.53-64.
5. Shautsukova L.Z. Informatics: Textbook. allowance for 10-11 grades. general education Institutions/L.Z. Shautsukova. – M.: Education, 2000.
6. Yaskevich V. The Internet should participate in the educational process through the school library. - Library at school. – 2001.- No. 1. – P.5.
AGREED
Chairman of the Parents Committee
Municipal educational institution "Bolsherechenskaya secondary school No. 2"
_________________ /____________/
"___" _________ 2009
APPROVED
Director
Municipal educational institution "Bolsherechenskaya secondary school No. 2"
________________ /L.F.Rodionova/
School library -
information and cultural center
Library Development Project
Developed
Oborovskaya M.A.,
Head of the school library, Municipal Educational Institution "Bolsherechenskaya Secondary School No. 2"
Bolsherechye – 2009
Relevance
In the message of the Head of State to the participants of the All-Russian Library Congress in 2009, it was noted: “Today libraries are able to play a vital role in the development of education, science and culture, and become authoritative centers of education and leisure for our citizens, especially young people. And therefore it is important to give them a new look, adequate to the requirements of the time. The main thing here is strengthening the material base of libraries, equipping them with modern technology with access to the Internet.” In June 2009, parliamentary hearings “Legislative support for the activities of libraries of educational institutions in the field of spiritual and moral education of children” were held in the State Duma of the Russian Federation. N.V. Gerasimova, Deputy Chairman of the State Duma noted: “School libraries should become not just a repository of books, but an information, cultural and leisure center for students.”
At the stage of development of the information society, the importance of the school library and librarian is very great and is constantly increasing. In this regard, it is obvious that a school library in the traditional sense does not meet the needs of a modern educational institution. The modern library has a special mission - full-fledged information services for the educational process. In order for a school library to take its rightful place in the educational and information space, it must become the information center of an educational institution, where all resources are concentrated. It is the combination of all resources in the library, including the Internet, that allows the school to truly modernize the educational process.
The following processes are observed in the schools of the municipality, leading to changes in attitudes towards the school library and librarianship in general:
Changed approaches to teaching, when teachers increasingly use design and research methods in their activities, developing in schoolchildren such thinking skills that allow them to learn independently and adapt socially, contribute to the librarian’s greater involvement in the learning process.
The real informatization of the educational process and its effectiveness depend on the teacher, and on the librarian - the accumulation and formation of a fund of information resources, storage, processing, information, organization of supporting activities with all participants in the pedagogical process.
The presence of a local network in an educational institution with free access to Internet resources encourages librarians to use the latest Internet technologies in librarianship - to master automated workstations, gradually create an electronic catalog, and digitize book collections.
The rapid changes taking place in information resources and technologies, the development of Web 2.0 social services, and the development of their capabilities initiate the development of new forms of school library activity. They force the librarian to learn how they can be used in traditional and non-traditional forms of working with books and other resources, enabling members of the educational community (teachers, students, parents) to participate in library changes.
The practice of the library of the municipal educational institution "Bolsherechensk Secondary School No. 2" shows that a significant part of the library collection is catastrophically outdated and remains unclaimed by readers. Modern schoolchildren prefer visual information over textual information. Many educational materials have become available in electronic form, and Web 2.0 social services are being widely adopted. Our library currently has only one personal computer, so the “1 computer: 1 student” model, available to many children at home, is not being implemented. Along with this, there is an increase in the need of participants in the educational process for information assistance when working on a computer and on the Internet.
Despite the trends listed above, our library is no longer only a collection of books and other printed publications, but also a media library that provides the opportunity for independent activities outside of class with a computer with access to the Internet.
Therefore, the theme of our project is “School library - information and cultural center”
Project task goals
Objective of the project– creating the most comfortable conditions in the school library, conducive to the intellectual, emotional and social development of participants in the educational process.
Project objectives:
Provide participants in the educational process with equal opportunities to access information on all types of media;
To promote the development of students' skills as an independent library user: the ability to work with books and other media, search, select and critically evaluate information;
Organize a comfortable spatial environment of the library and create an attractive library design for readers;
Provide the library with technical means for storing and issuing books, electronic access to the educational institution’s local network with Internet access to digitized resources from any classroom or from home;
Increase the information and communication competence of the school librarian.
If conditions are created for all categories of readers to receive information resources on any media, this will contribute to the functioning of the school library as an information and cultural center.
Problem Analysis
There are contradictions in the educational institution:
between the need to modernize the educational process and the lack of information and cultural space in the library;
between the need to use modern means of information retrieval and the low material and technical base of the library;
between the need to combine the school library and the computer technology room (as a technical center, computer laboratory, publishing center, etc.) and the lack of equipment for such a combination.
Conceptual provisions
D. Meines identifies 4 elements of the concept of a modern library:
A user-centered library (user-centric). Users take part in shaping the content and services that are in view of the web presence.
A library that presents a multimedia experience.
The modern library is socially enriched.
It is innovative as an element of society.
In the light of renewal and changes in the field of informatization of education, the school library receives a new mission: it becomes one of the most important channels providing the reader (user) with free access to information. A modern library is not only an office where visitors receive the books and information they need, but also a place where they independently create useful information. A new understanding of the mission of a school library forces us to rethink the main areas of library services:
– library services to aid education;
– library services as a means of personal socialization;
– library services as a means of rehabilitation of children with “special needs”
needs" (disabled, socially disadvantaged, gifted).
Having studied the brochure of Gromova O.K. “Typical models of school libraries”, the first library model was chosen as the most suitable for our educational institution. It meets the goals and objectives of the school library as stated in the IFLA/UNESCO School Libraries Manifesto: “The school library provides information and ideas without which it is impossible to function successfully in a modern information- and knowledge-oriented society.”
The main function of the school library of this model is information support for the educational process. It is understood here much more broadly than simply providing students and teachers with textbooks, manuals and methodological literature.
As a rule, in addition to the aforementioned provision of educational and methodological literature, the library is expected to:
providing an expanded repertoire of popular science, reference, and periodicals, up to the organization of interlibrary loan (ILA);
maintaining a complete reference and bibliographic apparatus (catalogues and thematic card indexes for the book collection, and other information media, recommendation lists, listing periodicals for the card index of articles, etc.);
regularly conducting thematic and informational reviews of literature and periodicals.
The school library should be not only the most important information resource, but also a center that shapes the information culture of students and teachers.
The concept of a modern library is a new look at library services in general. The key challenges concern not how to provide access to books and information, but primarily what is meant by innovation, how to build a community of like-minded people who can enrich themselves through participation in social services. This is achieved through trust, encouraging users of library communities to participate by contributing their views to the resources they have used and new ones they would like to access.
Modern library employees structure their activities in a completely new way:
master the capabilities of AIBS “MARK-SQL” (automated information and library system: Version for school libraries);
work with specialized software;
create websites for their libraries;
blogs inform participants in the educational process about upcoming events and new arrivals;
on the wiki they create online reading clubs for schoolchildren and parents and post documents and books;
they post presentations of their scenario developments for information culture classes in media file sharing services;
help schoolchildren post the results of project activities on websites;
save a collection of bookmarks-links to useful and interesting web pages, working with bookmark storage services.
Main areas of work:
introduction of new information technologies into the system of conducting library lessons and events;
organizing a system for training participants in an educational institution in the skills of using information resources;
compiling a media library;
redesign of the library;
mastery of Web 2.0 social services by all participants in the educational process;
creation of a library web page as part of the school website.
Partnership within the framework of an initiative project
Relationship of the project with other programs:
Project “Informatization of the education system”.
Informatization program of Municipal Educational Institution BSOSH No. 2.
School library development program “Formation of information culture as a way of socializing the student’s personality.”
Modern school library
Administration of the educational institution, participants in the educational process
Municipal Resource Center for Informatization of Education (RCIO) and District Methodological Office (RMK)
Municipal libraries, social partners (ICC “Starina Sibirskaya”, Historical and Ethnographic Museum, Art Gallery, Zoo, NCC “Edelweiss”), etc.
IT space (Internet community)
Project implementation stages
|
Tasks |
Events |
Responsible |
|
Preparatory stage (08-10.2009) Goal: creating conditions for the effective use of library information resources |
||
|
Increase the information and communication competence of the librarian |
Short-term courses, consultations, master classes at RCIO |
Oborovskaya M.A., specialists from RCIO |
|
Create a media library |
Compiling a catalog of all library resources |
Oborovskaya M.A. |
|
Organize the IT space |
1.Connect to the school local network 2.Creating a library web page on the school website |
School administration, Malunova G.A., Oborovskaya M.A. |
|
Organize interaction with RCIO and RMK |
1.Creation of information space |
Specialists from RCIO, RMK, Oborovskaya M.A. |
|
Organize cooperation with social partners of the municipality |
1.Creation of joint projects 2.Use of opportunities and information resources of municipal libraries |
Oborovskaya M.A. Social partners |
|
Organize interaction with the school press center |
Creation of a library page within the school newspaper “At the Desk”, publication of a monthly information brochure for the school community |
Oborovskaya M.A. Shcherbakova E.Ya. |
|
Main stage (11.2009-05.2010) Goal: creating conditions conducive to the intellectual, emotional and social development of participants in the educational process. |
||
|
Train participants in the educational process in the skills of independent use of media resources |
1.Consultations 2.Short-term courses 3.Internet class |
Malunova G.A., Oborovskaya M.A., |
|
Master Web 2.0 social services for all participants in the educational process |
1.Consultations 2.Short-term courses 3.Master classes |
Malunova G.A., Oborovskaya M.A. |
|
Advertise and promote media library funds |
1.Updating the library web page on the school website 2. Issue of newsletters with announcements of events, advertising of new acquisitions to the media library fund 3. Conducting library lessons using ICT |
Oborovskaya M.A. Oborovskaya M.A. Shcherbakova E.Ya. Oborovskaya M.A. |
|
Organize interaction with social partners of the municipality |
Implementation of joint projects |
Oborovskaya M.A., teachers, students, parents, specialists of socio-cultural objects |
|
Create an information bank |
1.Bank of pedagogical information 2.Bank of the best research and creative works of students |
Oborovskaya M.A. School administration, OU teachers, students, parents, Oborovskaya M.A. |
|
Provide new library services using ICT |
1.Internet services 2.Replication of materials on users’ electronic media 3. Consultations on using a PC |
Oborovskaya M.A. Malunova G.A. Pantyukhova L.N. |
|
Final stage (06-07.2010) Goal: analysis of project effectiveness and correction |
||
|
To identify the degree of proficiency of all participants in the educational process in the skills of independent use of media resources |
Monitoring the degree of proficiency in independent use of media resources |
Oborovskaya M.A. Malunova G.A. |
|
Determine the level of reading activity |
Reader activity monitoring |
Oborovskaya M.A. |
|
Identify the quality of participation in projects |
Results of participation in projects |
Oborovskaya M.A., Administration of the educational institution |
|
Identify public opinion about the work of the school library |
Survey of participants in the educational process |
Oborovskaya M.A. Shcherbakova E.Ya. |
Performance assessment plan,
carried out under the project
Based on the results of the project, analytical work will be carried out among children and adolescents in order to study the results of the school library.
Performance criteria:
increasing the share of participants in the educational process using library services;
demand for the project, coverage of students and teachers.
increasing the proportion of participants in the educational process who have the skills to independently use information resources;
improving the material and technical base of the school library;
quality of participation in projects;
regularly updating the library web page on the school website;
regular publication of a library page within the school newspaper “At the Desk”;
expanding the range of services using ICT;
positive feedback from participants in the educational process about the work of the school library;
level of information culture of project participants.
final analytical report
studying the results of the activities of project participants.
Expected results:
Quantitative:
Conducting Internet classes – 2 hours daily;
Publication of the “Bibliobus” page in the school newspaper “At the Desk” - in each issue;
Issue of the “Test of the Pen” page in the school newspaper “At the Desk” - in every issue.
formation of an information environment in the library;
creating optimal conditions for using the media library;
improving the information culture of participants in the educational process;
increasing reader activity;
inclusion of participants in the educational process in the development of Web 2.0 social services;
changing public opinion about the work of the school library.
Development prospects
attracting more children and adolescents to the project.
participation in promoting the work of the library.
organization of regular work of the Internet class.
unification of participants in the educational process of a school, village and district in a single information space.
coverage of the library's work in the media.
Providing Resources
Project budget
|
Expense item |
Amount in rubles |
|
Personal computers – 2 pcs. |
40000 |
|
Computer tables – 2 pcs. |
2500 |
|
Blinds – 2 pcs. |
40000 |
|
Chairs for working on a computer – 2 pcs. |
1400 |
|
Library display shelving – 2 pcs. |
5200 |
|
Projection screen – 1 pc. |
4000 |
|
Multimedia projector – 1 pc. |
30000 |
|
Black and white laser printer – 1 pc. |
4000 |
|
Color multifunctional laser device - 1 pc. |
7000 |
|
Cartridges for black and white printer – 4 pcs. |
1600 |
|
Cartridges for color printer – 4 pcs. |
6000 |
|
Floppy disks, CDs, flash drive |
1000 |
|
Stationery (Snow Maiden paper, pens, pencils) |
500 |
|
Total: |
143200 |
List of used literature
Maness, J.M. Library 2.0 Theory: Web 2.0 and Its implications for Libraries// Webology. Volume 3, Number 2, June, 2006
How to transform a school library into an information and leisure center: prospects and opportunities // School library, special issue, No. 9-10 2007
Deineko, I.V. New role of the librarian in the new library // Library at school, No. 11 2009
Khokhlova, O.A. School library experience // Methodist, No. 9 2008
Yastrebtseva, E.N. From the school library media center to library 2.0/www.pedsovet.org
Gromova, O.K. Typical models of school libraries // Library "First of September". M.: Chistye Prudy, 2006. - 32 p.
IFLA/UNESCO Guide for School Libraries: text and recommendations for use / trans. from English E. Azgaldova.
Gromova, O.K. When we say: updating the content of education - what does this mean?// Newspaper First of September publishing house First of September, No. 83/1999.
N. I. Gendina, N. I. Kolkova, G. A. Starodubova, Yu. V. Ulenko. The school library as a center for the formation of an individual’s information culture. // M.: Russian School Library Association, 2008. – 352 p. (Professional Library of the School Librarian. Ser. 1. Issue 11–12). – App. to the magazine "School Library".
Starodubova, G. A. The role of the school library in information support of pedagogical activities: realities and prospects // Modern library of a general education institution: materials for bibliography. workers of educational institutions / Ross. acad. education; GNPB named after. K. D. Ushinsky; comp.: O. V. Kozlova and others; M., 2001.- pp. 8-12.
School library-
educational institution information center
Life is always moving forward
and you need to know not only that
what to do today, but also where to go tomorrow.
Introducing to reading is one of the goals of the school library. The purpose of introducing to reading is to prepare an independently thinking, interested reader, for whom reading is a favorite pastime, a means of introducing the art of words, a source of knowledge of the world and self-knowledge; a reader who knows how to form his own opinion about the work he read can see the connection of the text with his own experience, use it to understand and solve real life problems.
But recently the attitude towards the book has changed. Researchers, teachers, and parents constantly talk about students’ lack of interest in reading. Children are really in no hurry to read educational and fiction literature. There are many reasons for this: there is no mass example of adults, a self-preservation mechanism is activated due to educational overload and lack of effective reading skills. A lot of time and health are wasted, but the results are poor. Moreover, other, more vibrant sources of information appeared - television, cinema, computers, travel, chatting... books began to occupy a less prominent place in life.
However, if you look closely, you will see that children read, but not in the same way as adults. Very often on the Internet they look for answers to educational questions, watch materials from online forums, discuss them, become visitors to electronic libraries where the best works are collected, and it is easy to find what they like, read from pocket computers and often listen to audiobooks on headphones.
As the researchers note, tastes have also changed. The younger generation is first interested in modern books, books of the same age. Serious classical literature comes into life later. You need to grow up to it.
It is known that children love to listen when someone reads. In many families, this fabulous event occurs every day. It is similar to evening prayer. Children often force loved ones to re-read the same thing dozens of times. But for some reason, evening reading is interrupted when the school period begins. It is believed that schoolchildren should read for themselves. And instead of reading together in class and at home, they are given educational tasks, and at home they are helped to complete them. Adults have no time left for close communication, the source of which was a book.
How to kill interest in reading? This is very easy to do. It’s enough to say every day “Read!” Read! Read!” And the child will no longer want to read.
French teacher Daniel Penac wrote: “You can’t make someone read, just like you can’t make them love and dream.” However, bringing back the joy of reading is also easy. You just need to start reading fascinating stories to your children again before bed, not to mention the importance of reading, without asking whether it is clear or not. Just. Unpretentious. For free. And this, probably, is the very key to interest in reading, which parents at home and teachers in the classroom can use.
Dmitry Likhachev said: “Increasing the quality of perception of the classics means increasing the moral health of people.” Americans sounded the alarm about reading back in the 1980s. Their study was titled "A Nation at Risk: The Need for Educational Reform." A connection was made between children's reading, school lessons and disasters, explosions and accidents. A school graduate who does not read was recognized as the main risk factor of modern civilization, unable to fulfill his basic professional, social and everyday responsibilities.
For Russia and, in particular, for Crimea, which until recently were part of the “most reading country in the world,” reading is of particular importance. Our mentality with its traditional spirituality has always been characterized by a special reverence for the printed word.
The difference in the reading goals of our schoolchildren and schoolchildren abroad can be illustrated by the following example from life: once former US President Bill Clinton, while visiting Russia, went to school with first-graders and asked them why they wanted to learn to read. One of the boys said: “To read Pushkin’s fairy tales yourself,” to which the American president noted in surprise that if such a question was asked to an American schoolchild, they would most likely receive the answer: “To read faxes.”
There is no need to talk about how important it is today to maintain a child’s interest in a book. But whether a child will reach for a book and want to read it largely depends on the family, school and, of course, on the school library.
Understanding full well that only in alliance with parents and teachers can we attract young readers to the library, we try to ensure that students become active participants in our events.
Each event is unique in its own way. When working with children, we try to use new, unusual (often game-based, discussion-based) forms and methods of work. These are battles (competitions), quests, virtual trips through books, fairy tales, etc.
However, the penetration of computer and information technology into the field of education has changed the mission of the school library. The traditional order of servicing readers is becoming a thing of the past, which does not correspond to the modern tasks of training and education and the increased needs of readers. It is being replaced by a library equipped with modern equipment and new information technologies.New information technologies are currently directly related to the use of computers in the learning process. The computer is a universal teaching tool; it allows students to develop not only knowledge, skills and abilities, but also to develop the student’s personality and satisfy his cognitive interests. The use of computer technology in the library introduces students to modern methods of working with information.
Today, the school library not only provides the current educational process and guides reading, but is also a resource base for updating school education, an educational and information center of an educational institution.
After all, electronic culture can enhance the capabilities of book culture. It is necessary not to oppose, but to combine book culture and the possibilities of electronic culture. Concepts such as the Internet, website, local network are just another tool that helps solve the problem of promoting reading using new and modern methods.
But, as you know, emotional empathy with what is read – the main factor in a child’s systematic reading – occurs only when reading fiction. We were faced with a new task: how to combine reading fiction and the capabilities of computer programs, how to use the latter to attract people to reading?
That is why, having familiarized ourselves with the experience of other libraries, taking into account the previously accumulated methodological developments, taking into account the specifics of the work of our school, we came to the conviction that one of the ways to improve library work is to reorganize the activities of the school library into a library information and methodological center.
In this connection, one of the main tasks of our library is the accumulation and organization of electronic resources. This activity includes not only the formation of a fund of multimedia materials, but also the search, collection, evaluation and systematization of Internet resources for use both online and in local access.
However, in my opinion, the problem of using Internet resources by students is of particular importance today. There are a huge number of excellent information resources on the Internet. At the same time, the excess of information, the presence of poor-quality and sometimes dangerous materials make the role of the school library indispensable, one of the tasks of which is to filter, select, systematize high-quality resources for the formation of a fund of electronic materials, such as: databases, text materials , file archives, educational games, etc. Our school website contains a list of websites recommended for use. And in general, the school’s website is a huge help in the work of the school. To inform student readers.
The use of network interactive technologies to attract reading and promote literature seems to be one of the most promising areas of work with schoolchildren, because allows not only to attract students to reading, but also to develop information literacy skills.
Multimedia, information and communication technologies make it possible to create new models of open learning and make it possible to fill the unified information educational space with new content. The CDs received by our school became the basis for creating a fund media documents.
After all, an electronic information product (CD disks) in education simultaneously acts as a textbook, providing information; as a teacher, explaining information; as a reference and information aid; as a consultant, deepening knowledge on the subject being studied; as a simulator, facilitating the assimilation of information; as a knowledge controller, offering answers to questions and conducting testing.
One of the long-known forms of work to promote library and bibliographic knowledge is library lesson – shaping the student’s information culture, preparing the child for independent work with sources of information.
“Who needs your library lessons now?”: parents, colleagues and even teachers may ask. It’s a pity... After all, there are a lot of developments, different techniques, scenarios. And yet, I was sincerely perplexed: in the information age, do children really not need bibliographic skills and the ability to use this information? After all, information is not only the Internet, but encyclopedias, dictionaries, reference books, periodicals; books finally...
After all, it is a library lesson that allows children to show activity, resourcefulness, ingenuity, initiative and ingenuity.
Today it is impossible to conduct an effective library lesson without the use of information technology.
The computer becomes a librarian's assistant, new methods and organizational forms for conducting library lessons and events appear.
Indeed, in elementary school the use of visual material is of great importance. Therefore, I try to conduct library classes using information technology.
The advantages of using information technology in the library are:
IT makes it possible to present material in a more accessible and understandable way.
Contributes to the organization of research activities.
Application of computer tests.
Allows you to defuse high emotional tension.
The very “participation” of the computer in the conversation, the presence of book characters on the monitor screen, animation - all this is very popular not only with children, but also with adults. Perception through a computer serves as a kind of bait for readers, especially children. Bright, colorful, with animation, using game moments, switching children’s attention from animated screensavers to a static page - all this makes the virtual exhibition lively and dynamic. Taking a book as a basis and creating electronic resources for children, you can not only provide the user with quick access to materials and information about documents, but also present the value of the book at a new level of understanding. and this is very important.
The use of IT not only enlivens library classes (which is especially important if we take into account the psychological characteristics of primary school age, in particular the long-term predominance of visual-figurative thinking over abstract-logical thinking), but also increases the motivation of learning.
Thanks to the use of information on modern electronic media (DVD, CD and slides), conducting library lessons has become possible using encyclopedias on electronic media, such as “Nature of Russia”, “Great Children’s Encyclopedia”, “Great Soviet Encyclopedia”. Children not only receive information, but also have the opportunity to see colorful illustrations and watch video clips.
In the practice of library work, such a form of work as presentation has appeared. The presentation involves demonstration on a large screen accompanied by the author and contains the names of the main sections and theses of the speech, as well as still and moving illustrations (photos, videos, animations).
It is impossible not to note the importance, and most importantly the necessity and mobility exhibition work.
That is why today in our library, along with book exhibitions and thematic shelves, electronic book exhibitions have become widespread. Which can represent both a journey through the pages of one book and a bright, unusual, exciting virtual excursion. dedicated to any topic, without limiting the user’s viewing time.
Such exhibitions can also be unusual and interesting, namely:
- exhibition-question;
Exhibition-quote;
-exhibition-chronicle;
-exhibition-quiz;
-exhibition-crossword puzzle;
-exhibition-illustration
The virtual exhibition provides librarians and readers with additional features , namely:
Use of information technology . The very “participation” of the computer in the conversation, the presence of book characters on the monitor screen, animation - all this is very popular not only with children, but also with adults. Perception through a computer serves as a kind of bait for readers, especially children. . Taking a book as a basis, creating electronic resources for children, you can not only provide the user with quick access to materials and information about documents, but also present the value of the book at a new level of understanding, and this is very important.
2. The exhibition is designed for different audiences . Both one person and a large group of readers can get acquainted with the books either on their own or at an event with a librarian. And if you present it on the Internet, anyone can get to know it. The use of electronic exhibitions makes it possible for librarians to communicate remotely with readers, without being tied to the inevitable formalities in service.
3. May be displayeda large number of books (even those that are not in your library)
4. At any time you can in a matter of minuteschange slides and their arrangement, remove unnecessary ones or insert new ones, vary the color scheme, or the overall design.
5. Such an exhibition can be launched automatically , equipping it with voiced text and demonstrating it without special accompaniment.
6. Possibility of developing electronic exhibitions as traveling exhibitions . It is very convenient to demonstrate them in various educational institutions, auditoriums, offices, classes.
7. Electronic exhibitions save space . There is no need to work with racks, stands, exhibition cabinets.
The main task of a modern school is to teach students to learn independently, obtain information, process it, and analyze the results of processing. This is caused by the ever-increasing flow of information that bombards a person every minute. Therefore, the use of a traditional training system cannot solve these problems.
Therefore, one of the most popular forms of work today is the project method involving a set of research, search, problem methods, technologies, based on children's curiosity, allowing the child to realize the creative potential of the child.
Children are engaged in designing in class and outside of school hours, and by providing children and teachers with assistance in selecting and processing the necessary material, in searching for illustrative material, and in the correct design of the project, the library acts as a partner in the project.
I believe that today the project method is the most common, popular and accessible form of work in the school library, because:
Projects can be:
research;
informational;
creative;
gaming;
practical;
introductory and indicative.
By number of participants:
personal (between two partners located in different schools, regions, countries);
pairs (between pairs of participants);
group (between groups of participants);
school (within one school);
regional;
international.
By duration of the project:
short-term;
average duration (from a week to a month);
long-term (from a month to a year or more).
The motto of working on any project: « Creativity must be taught! »
Final result any library project - the implementation of the skills and abilities of student readers acquired in integrated and library lessons, in library club classes, the disclosure of the creative potential of gifted individuals, the self-realization of their professional qualities as a librarian-bibliographer.
But, despite the many advantages of this method, it is not very common in modern schools.
At our school, we work effectively on both short-term and long-term projects (the result of one of which you will see today), involving not only parents, but also public figures. Projects that (today) unite not only classes at the school, but also several schools in the city. For example, this academic year we launched a project in the city of Simferopol, which is called “Pass the good in a circle!”, within the framework of which we united not only several schools in the city, but also involved the Republican Children's Library named after. V. Orlova.
The long-term project “No one is forgotten, nothing is forgotten!”, We carried it out last year and this project carried over to this academic year (within the framework of this project, every month the library held an event related to the Second World War (“There was a war, there was a blockade", "Song at War", "Hero Cities", etc.). The result of this project was the opening of the school club-museum "Family Heirloom. We Remember. We Are Proud. We Preserve."
One of the main goals of our library is to help readers with disabilities overcome information and personal isolation, provide wide access to information, making maximum use of information technology, while combining various forms and methods of library services
At the same time, I am convinced that neither computer literacy, nor a reading culture, nor library and bibliographic literacy, by themselves, in isolation, will enable a person to feel confident in the modern ocean of information. A synthesis of all this knowledge is necessary, which together form a person’s information culture. Then children will be happy to visit the school library, read books and talk about what they read.
Books will always be in demand, because most information on the Internet is taken from books.
I would like to end my speech with the words of Dmitry Sergeevich Likhachev: “Nothing can replace a book. Despite the latest discoveries and new ways of storing information, we will not rush to part with the book.”
Main goals. The main task of the library is to: provide participants in the educational process (students, teaching staff, parents) with access to information on various media: *paper (book collection, periodicals); *magnetic (fund of audio and video cassettes); *digital and disk communication (computer networks and other media).
INFORMATION IS A STRATIGIC DIRECTION FOR THE DEVELOPMENT OF ALL LIBRARIES The school library is built as an adaptation environment in the world of reading information. And the use of new technologies to expand the library space, the integration of children in society, and school libraries into the common information and library space, should be considered as the most promising direction in library policy Children have the right to their own territory. A children's library forms a kind of code of aesthetic ideas in a person. Moreover, libraries will create their own video and photo collections and Internet resources. Changing the philosophy of library services The school library must become innovative, that is, quickly respond to all changes in society. society, culture, images.
Children on the Internet Using a computer as a first name The questionnaire data showed that a very large percentage of respondents (43.7% and 52.8) like to play computer games, and at the same time 56.2% and 55.6% of “players” » realize that computer games can be harmful. Unfortunately, for children aged 9-15 years, reading ranks fourth after passion for the Internet (68.7%), walking (68.?%), and communicating with friends (52.2%); Summer students also primarily prefer the Internet and communication with friends (50% and 65%, respectively). Are there ways to safely develop the Internet space to create safety for children on the Internet?
You can only be interested if you are interested yourself. If you leave the house, frowning, If you are not happy about a sunny day, Feel free to come in, as if you were visiting your friends, Turning into the library, to our light. SCHOOL LIBRARY HOURS: 9 a.m. to 4 p.m. Day off is Sunday. AT YOUR SERVICE: Head of the library Tamara Ivanovna Butskaya, Olga Mikhailovna Vystavkina Librarian. WE ARE ALWAYS WELCOME TO YOU!
Library as information center
educational institution
Kashkimbaeva Roza Amangeldievna
Librarian of Akin Sara High School
In recent years, issues related to the situation and activities of libraries in educational institutions have become the focus of public attention. A number of documents emphasized their special role in the educational process.
In the Message of the President of the Republic of Kazakhstan, Leader of the Nation N.A. Nazarbayev, to the people of Kazakhstan “Socio-economic modernization is the main vector of development of Kazakhstan” dated January 28, 2012, it was noted that computer literacy should be improved through various incentive programs. The message calls on all Kazakhstanis to more actively master information technology. One of the necessary conditions for achieving a new, modern, high-quality general education is state support for school libraries as centers of information culture. The growing importance of providing students with the full range of information resources is stated in the “Concept for the Development of Education of the Republic of Kazakhstan until 2015.”
The State Program for the Development of Education of the Republic of Kazakhstan for 2011-2020, approved by Decree of the President of the Republic of Kazakhstan dated December 7, 2010 1118, outlines the goals and objectives of e-learning - ensuring equal access of all participants in the educational process to the best educational resources and technologies and creating conditions for implementation automation of the educational process. In 2011, functionality was developed for an administrator, deputy director, teacher, student, medical worker, and librarian.
In an information society built on deep knowledge, school libraries are cells of the information society and the center for the formation of information and innovation processes in a specific educational environment. Their important mission is to carry out the fundamental tasks provided for by the new educational policy, with the help of new information technologies (NIT).
One of the effective tools of NIT is electronic libraries, the importance of creating the creation and functioning of which is obvious. The laws of the Republic of Kazakhstan “On informatization”, “On copyright and related rights”, “On intellectual property”, the development of the concept of an electronic school library and the Regulations on the electronic catalog ensure the work of the ESB.
IN THE LAW OF THE REPUBLIC OF KAZAKHSTAN dated December 24, 1996 56-1 “On Culture” it is noted that “library science, as a branch of culture, is the main information, educational and cultural-enlightenment activity.”
Currently, in our country there is a formation of a new education system, focused on entering the global educational space, in the implementation of the Bologna process strategy, which is characterized by significant changes in pedagogical theory and practice. The development strategy of Kazakhstan until 2030, proposed by the President of the Republic of Kazakhstan N.A. Nazarbayev, provides for a radical modernization of the entire education system of the country. In the context of the identified tasks, the modernization of education also received consideration on the development of school libraries.
In the message of the Head of State to the people of Kazakhstan “Let's build the future together” (2011) (the task of transitioning to a 12-year education model by 2020 was defined. A new school will, of course, require a new library.
The school library provides educational programs, books and other information resources to all members of the school community, thereby encouraging users to develop critical thinking and effectively use all types of information.
In its activities, the school library is guided by;
The Constitution of the Republic of Kazakhstan;
Laws of the Republic of Kazakhstan, regulations of the President and Government of the Republic of Kazakhstan, defining the development of education and culture;
Orders and instructions of the Ministry of Education and Science of the Republic of Kazakhstan and its authorized structural divisions;
Orders and instructions of the regional department of education, city (district) department of education;
School charter
Internal labor regulations of the school;
Orders and instructions of the school director;
This provision.
Informatization and internetization of the education sector determines the demand for the library as a special, system-forming component of the information and educational environment.