New features of the electronic school library. Professional development

modern school

UDC 026 BBK 78.39

MODERN SCHOOL LIBRARY IN THE CONTEXT OF THE PROJECT STRATEGY "OUR NEW SCHOOL"

Olefir S.V.

Chelyabinsk, Chelyabinsk Institute for Retraining and Advanced Training of Educators

The article is devoted to the implementation of the project of the educational initiative "Our New School", which implies a change in the quality of education and requires coordinated actions of the entire education infrastructure and a modern school library.

The project of the educational initiative "Our New School" notes that in the era of rapid change in technology, we should talk about the formation of a fundamentally new system of lifelong education, which involves constant renewal, individualization of demand and the ability to meet it. Moreover, the key characteristic of such education is not only the transfer of knowledge and technology, but also the formation of creative competencies, readiness for retraining.

Let's pay attention, first of all, to the formation of creative competencies. In the field of education in Russian and many foreign countries in recent decades, several concepts have been widely used:

ness”, “competence” and “competence”, etc. In relation to information

requirements for education, the term "information culture" is also used. The importance of these concepts is so great for the future information society, the knowledge society, that the terms themselves and their conceptual structure are being discussed at the UNESCO level. To determine the prospects for organizing the activities of libraries of educational institutions in the process of modernizing education, we will take the following ratio of these concepts: literacy ^ competence ^ culture.

What does the term literacy mean? According to X. Lau, who conducted research related to the terminology in the field of working with information under the auspices of UNESCO, literacy is a “state of education”. This term has both qualitative and temporal characteristics. If earlier a “literate” was a person who learned to write and read, then

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today the meaning of this term is used much more widely. The term "literacy", as a minimum and mandatory requirement for learning, is associated primarily with social problems and aspects of education. The acquisition of the basic foundations of literacy and the ability to learn throughout life becomes the main skill and quality of the individual, the basis of new literacy. Consequently, literacy, as a basic level of learning, is acquired at the initial stages of education and becomes a platform for obtaining subsequent educational competencies.

In 2006, as part of the Summit on Information Literacy at the international level, various types of literacy were identified, including:

- "Basic (Basic) Literacy" ("Basic Literacy"): the ability of an individual to use language - to read, write, listen and speak at the levels necessary to function at work and in society in order to achieve their goals and develop knowledge and personal potential in this digital age.

- "Media Literacy": the ability to interpret, use, evaluate and create images and videos using both conventional and new media of the 21st century in a way that develops critical thinking, informed decision making, communication and learning.

- "Information Literacy" ("Information Literacy"): the ability to evaluate information in a wide range of media; understand when information is needed, be able to locate it, synthesize and effectively use information from printed materials and electronic media, that is, be able and know how to learn.

We focus on the fact that learning to read is the basis of both “basic” literacy and “information” literacy, that is, it underlies the learning process itself. In foreign European countries, Asia, America, numerous studies have proven that reading acquired at the stage of primary education is supported

school libraries, remains the basis for education in the age of new information technologies. Therefore, in almost all countries, reading literacy, which has a broad meaning, is called the most important. In the international study of educational achievements of students PISA, "reading literacy" refers to the ability of a person to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and opportunities, and actively participate in society. Thus, it is not the reading technique that is assessed, but the student's ability to use reading as a means of acquiring new knowledge for further learning. “Reading literacy” is closely related to functional literacy, that is, the skills and abilities necessary for successful “functioning” in society. It implies a set of skills and abilities to interact with various types of texts, that is, the ability to read, understand, operate with a wide variety of types of textual information.

A modern school library, working with primary school students, should provide resources and support students in obtaining basic, media and information literacy, improve reading literacy, help students master information retrieval skills, be a full partner of teachers in teaching schoolchildren, work with parents. These are the recommendations given by the International Reading Association and reflected in the IFLA/UNESCO School Libraries Manifesto. And these recommendations are in line with the fundamental documents on the modernization of education, which define a set of key competencies as the results of education. Interpretations of the concept of "competence" are different in Russian and foreign pedagogy, but the emphasis is on the student's ability to work.

According to A. V. Khutorsky, “competence” is a given social requirement (norm) for the educational preparation of a student, necessary

dima for its effective productive activity in a certain area. Competence is the possession, possession by the student of the relevant competence, including his personal attitude towards it and the subject of activity. Thus, by "competence" we will understand the totality of the student's personal qualities (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activity in a certain socially and personally significant area.

It is the competence-based approach both to teaching schoolchildren and to the activities of a modern school library that will achieve the main result of school education formulated in the draft strategy "Our New School" (hereinafter referred to as the Strategy) - compliance with the goals of advanced development. This means that it is necessary to study in schools not only the achievements of the past, but also those methods and technologies that will be useful in the future (in our case, technologies for working with information). Schoolchildren will be involved in research projects, creative activities, learn to invent, understand and master new things, make decisions and help each other, formulate interests and recognize opportunities. Each library of a general education institution should aim to support the research, analytical, and communication skills of schoolchildren, these are the most important vectors of future education.

As a result of the changed requirements for education, the Strategy assumes a different school infrastructure, significant changes in the role of the school library in the New School.

Let us dwell on the functions and tasks of the school library in the context of the Strategy. The draft Strategy "Our New School" defines five key areas for the development of general education.

1. Updating educational standards. The requirements for results should include not only knowledge, but also the ability to apply it. These requirements should include

competencies associated with the idea of ​​advanced development, everything that schoolchildren will need both in further education and in their future adult life. This direction of the Strategy determines the main targets of both the educational institution as a whole and the school library as a participant in the educational process.

The international community working in the field of education has identified four components of learning: learning to gain knowledge (learning to know); learn to apply this knowledge (learning to do); learning to live together (learning to live together); learning to be a person responsible for common destinies (learning to be). Behind these words, which formulate the goals and meaning of education, there is a new conceptual system for teachers, where instead of the usual formulation of the goal - to study the subject, the verb to learn becomes the norm, emphasizing that under the influence of acquired knowledge, the very model of human behavior changes.

The first component - the student learns to extract, process knowledge from a book, textbook, develops skills and abilities; the second component is to be able to use them; the third is to learn to live together, that is, to communicate; it involves the use of a communicative teaching methodology, which today operates with such components of communication as speech, social and cultural; the fourth component determines the psychological and pedagogical aspect of education, it is aimed at helping students to realize themselves as a person, form an adequate self-esteem, cultivate tolerance, respect for other people, other culture, language, customs, values.

New education standards require a competency-based approach, but at the moment there is no single agreed list of key competencies. Since competencies are, first of all, the order of society for the preparation of its citizens, such a list is largely determined by the agreed position of society in a particular country or region.

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The Russian strategy for the modernization of education identifies a set of key competencies in the intellectual, civil law, communication, information and other areas. In the works of the academician of the International Pedagogical Academy A. V. Khutorsky, “educational competencies” that are directly related to the activities of school libraries are called especially important.

Educational competencies are conditioned by the personal-activity approach to education, since they relate exclusively to the personality of the student and are manifested, and also verified only in the process of performing by him a set of actions in a certain way.

The formation of competencies occurs by means of the content of education. In this regard, the following four principles should become a priority: the principle of student-centered learning; the principle of active learning; the principle of communicative learning; the principle of cognitive learning - while maintaining general didactic provisions. As a result, the student develops abilities and opportunities to solve real problems in everyday life - from domestic to industrial and social. Note that educational competencies include components of the student's functional literacy, but are not limited to them.

Consequently, educational competence is a set of semantic orientations, knowledge, abilities, skills and experience of the student in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activities. These principles and the competence-based approach to teaching make it possible to make fuller use of the reserves of independent work, that is, to take a step towards the transition of the school from the orientation to the reproduction of the material to its understanding. They open the way to personal-comfortable, developing, intensifying, activating, game forms of organization of the educational process and assign the leading role to reading,

working with text in the learning process, learning to read. Working with text: informational, narrative and text-reasoning (explanation, persuasion, presentation of a point of view, discussion, polemic) allows you to form educational competencies of students. The quantitative characteristics of texts (volume, sentence length) are determined by the age of the students, their level of learning and the purpose of working with them.

The article by N. N. Smetannikova on the importance of reading in solving educational problems proves that the goal of teaching reading is teaching reading strategies for solving cognitive and communicative tasks, such as general understanding, full understanding, critical understanding, search for specific information, self-control, restoration broad context, interpretation of the text and its commentary. To achieve this goal, students need to master various types and types of reading. Introductory reading aimed at extracting basic information or highlighting the main content of the text; studying reading, with the aim of extracting, scooping out complete and accurate information with subsequent interpretation of the content of the text; search / viewing reading aimed at finding specific information, a specific fact; expressive reading of the passage. Types of reading are communicative reading aloud and to oneself, educational, independent.

It is difficult to overestimate the role of reading in the formation of schoolchildren's educational competencies. But modern subject education does not allow teaching reading within the framework of any academic subject. To use reading as a type of learning activity, it is advisable to introduce the subject "reading" or, as it is also called, "approaches to learning" in high school. This subject in high school, rethought in relation to the approaches discussed, will free up students' time, as it will be a "scientific" approach to their homework, intensifying their efforts. Of course, the role of the reading teacher is being rethought, which in

in turn, requires the introduction of a new specialty in universities, including pedagogy, psychology, librarianship, and other areas of knowledge. A number of school librarians, having improved their skills in teaching reading strategies, could already now begin teaching schoolchildren, the formation of their reading competence as the basis of a renewed education.

The "Concept for the Support and Development of Children's and Youth Reading in the Chelyabinsk Region" defines the growing importance of reading as a basic intellectual technology, the most important resource for personal growth, a source of acquiring knowledge and overcoming the limitations of individual social experience. "For members of society, reading is an indispensable means of translating and mastering the values ​​of world culture, the main component of the education and cultural competence of the individual and, consequently, preparing for life in the global information society."

Let us turn to the hierarchy of educational competencies. In accordance with the division of the content of education into a general metasubject (for all subjects), interdisciplinary (for a cycle of subjects or educational areas) and subject (for each academic subject), a three-level hierarchy of competencies is proposed:

Key competencies - refer to the general (meta-subject) content of education;

General subject competences - refer to a certain range of subjects and educational areas;

Subject competences are private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

From these positions, it seems important to consider key educational competencies and correlate them with the functions of libraries of educational institutions: information, educational, cultural.

1. Value-semantic competencies. This is

competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The fund of the school library can contribute to the formation of an individual educational trajectory of the student and the program of his life in general. This competence correlates with the information function of the school library.

2. General cultural competencies. Circle in

questions in which the student must be well-informed, have knowledge and experience of activity, these are the features of the national and universal culture, spiritual and

moral foundations of human and human life, individual peoples, cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the domestic and cultural and leisure sphere. Performing cultural functions, the school library supports the student in the development of general cultural competence, forms his scientific picture of the world.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. These competencies are related to the educational function and can be developed by the school librarian as part of the formation of information culture, functional literacy and cognitive methods.

4. Information competence. With the help of technical means and information technologies, the ability to independently search, analyze and select the necessary

walkable information, organize, transform, store and transmit it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world. Information competencies are developed in the school library in the course of mastering the basics of library and bibliographic knowledge by students, in the formation of the information culture of the student.

5. Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. Discussion forms of mass work of the school library contribute to the development of communicative competencies for schoolchildren.

6. Social and labor competencies mean the possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, producer), in the field of family relations and responsibilities, in matters of economics and law, in the field of professional self-determination. The school library can contribute to the formation of social and labor competencies in the course of career guidance and civic education.

7. The competencies of personal self-improvement are aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support, safe life of the individual. The real object in the field of these competencies is the student himself. School libraries should provide their funds for the development of these competencies.

Mastering the listed educational competencies requires a high level of skills in working with information; we are talking not only about information competence, but

and about the information culture of the student's personality. It should be emphasized that a significant part of the knowledge and skills in working with information in general educational institutions is interpreted as general educational knowledge and skills, fixed in the state standard of basic general education. Their formation is rightly regarded in pedagogy as a task of particular importance, the results of which largely determine the success of the educational activities of schoolchildren. It is traditionally customary to include in the composition of general educational knowledge and skills the ability of students to independently prepare a speech, report, abstract, etc. In turn, this requires knowledge of the capabilities of the library, the ability to find the right literature, draw up a plan, make extracts, arrange the prepared text in the form of a message a given form (essay, abstract, review, etc.).

N. I. Gendina, an expert of the UNESCO Information for All program, defines the information culture of an individual as “one of the components of a person’s general culture, a set of information worldview and a system of knowledge and skills that provide purposeful independent activity to optimally satisfy individual information needs using traditional technologies and ICT”. The information culture of a modern student is defined as his ability to:

Recognize and formulate the need for information to solve a particular problem;

Develop an information search strategy;

Find relevant information;

Assess the quality of information: completeness, reliability, relevance, objectivity;

Form your own attitude to this information;

Present (to the audience or to yourself) your point of view, new knowledge and understanding or solution to the problem;

Evaluate the effectiveness of the work done;

Realize the impact of the knowledge that was obtained in the course of solving the problem on his personal positions and behavior.

The formation of the student's information culture is one of the main tasks of the modern school library.

2. The second key direction in the development of general education in the Strategy "Our New School" is defined as a system of support for talented children. Within the framework of the second direction, it is expedient to support a creative environment, to provide the possibility of self-realization for students of each secondary school. This should also be supported by the creation of incentives for the publication and distribution of modern educational literature, the distribution of electronic educational resources, the development of distance learning technologies using various Internet services, the creation of digital repositories of the best Russian museums, scientific archives and libraries. The main area of ​​responsibility of school libraries is the formation of an information and educational environment for the development of students' reading competence, skills for acquiring new knowledge, selecting, evaluating and using traditional and electronic educational resources. In the new information environment of the school library, talented students will be able to show their educational and creative abilities, while the results of their creativity will make it possible to turn the school library into an innovative resource platform.

3. The third direction - the development of the teacher -

potential. And here the school library can make a significant contribution by supporting pedagogical activity with modern information resources, improving the information culture of the teacher -

subject. A separate task in this direction is to attract to school teachers who have a basic non-pedagogical education. Given the importance of teaching reading strategies, such educators may be reading teachers or reading consultants, as is customary in the UK, Finland, and Portugal.

4. The fourth direction is modern

school infrastructure. The appearance of schools, both in form and content, should change significantly: “new in architecture and design, attractive school buildings; .... media centers and libraries; ... literate

textbooks and interactive tutorials; high-tech educational equipment providing access to global information networks, access to the maximum number of treasures of domestic and foreign culture, achievements of science and art; conditions for high-quality additional education, self-realization and creative development”.

In the article by A. I. Adamsky “School 202: a comprehensive project for the modernization of Russian education”, it is noted that the key performance factor is the independent work of students, therefore, their independent access to educational resources and technologies of self-education. To do this, at school, in the school library, access to electronic libraries, libraries of digital educational resources in the Russian and world educational space should be provided. A school where the library is a resource center is a necessary condition for the formation of high-quality modern education. At a meeting of the State Duma on June 1, 2009, it was noted that school libraries should become not just a repository of books, but an information, cultural and leisure center for students. There must be a core fund of the school library developed by the professional community and approved by the ministry, without which it should not exist. It is proposed to include the acquisition of school library collections in the parameters for evaluating the work of a school principal.

The list of measures to ensure modern school infrastructure should also include the development of interaction between educational institutions and organizations of the entire social sphere: institutions of culture, healthcare, sports, leisure and others. For a school librarian, an important regulatory document is the National Program for the Support and Development of Reading in Russia, adopted at the end of 2006, which reflects the development of interaction between the school library and other

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institutions in the promotion of reading. The objectives of the program are defined as follows:

Streamlining sociocultural pro-

reading lands and strengthening the main institutions that make up the infrastructure for the support and development of reading - libraries, educational and cultural institutions,

book industry, media production and distribution industry, reading promotion systems, reading infrastructure training systems, research and development systems

methodical study of reading problems;

Creation of a system of effective information exchange between the institutions of the reading infrastructure, ensuring the ordering of the relevant socio-cultural space;

Creation of a management system for the infrastructure of support and development of reading.

The formulations of the program reflect the competence-based approach adopted in education. The creators of the program assign to the school, the school library the most important role in the formation of reading competence, as the basis for the future social achievements of students, the formation of their personality, attitude towards themselves and others, cultural competence.

5. The fifth direction is the health of schoolchildren. New technologies and methods of health-saving education, which ensure the formation of an interested attitude towards one's own health, a healthy lifestyle for all participants in the educational process. The formation of a fund in the school library that supports this direction will contribute to the interest of schoolchildren in their own health.

The Strategy did not explicitly state the task of forming a new concept of educating schoolchildren. However, on June 1, 2009, the Committee on Family, Women and Children, the Committee on Culture, the Committee on Education held parliamentary hearings on the topic: “Legislative support for the activities of libraries of educational institutions in the field of spiritual and moral education of children”. Deputies, representatives of state bodies

State authorities and the public - experts in the field of librarianship, representatives of publishing houses noted that reading can bring up spirituality and culture, develop the child's intelligence. It depends on how a child is instilled with a love of reading, how he will enter the world of knowledge, which is why it is so necessary to develop school libraries. The school library can and should become not only an information but also an educational center, it is necessary to amend the law on education, obliging the founder of an educational institution to regularly update library funds, change the regulations on the school library, and raise the status of the school librarian. The school library is a place where all possibilities are concentrated for our children to master the cultural code of our nation, the human code of culture. Issues of patriotic, spiritual, moral, civic education will probably become a separate area of ​​the Modernization Strategy "Our New School".

A comprehensive project for the modernization of education, one of the directions for the development of education, determines the solution to the problem of the quality of education. Regions that provide high quality education will be able to compete internationally in education. This requires maximum flexibility and non-linearity of forms of education, the inclusion of the processes of obtaining and updating knowledge in all social production processes, a change in the foundations of social positioning: from the material capital of a once mastered profession to social capital and the ability to adapt and concreteness.

This model of the new quality of education fully applies to the staff of the school library. The presence of two innovative education circuits: the innovation promotion circuit (represented by the design task “from above”) and the innovation selection and development circuit require professional reflection. The meeting of the State Duma, dedicated to the activities of school libraries, noted the problems of staffing school libraries, not

the need for a state order for the training of personnel for library services for children and adolescents, as well as the development of targeted programs for the development of libraries of educational institutions, providing for targeted subsidies for the training and retraining of librarians. Increasing the staff potential of school libraries can significantly affect the quality of education and social effects.

The normative conditions for the quality of education have been determined, it is necessary to move towards the creation of individual projects for the modernization of education. The new quality of education implies reliance on human talent, creativity and initiative as the most important resource for economic and social development. A school librarian can build his own individual project of influence on improving the quality of education, showing his own vision of the problem. Such projects can be developed at the municipal and regional levels. In 2009, the Scientific and Methodological Council of the State Educational Establishment of the Sverdlovsk Region “Center for Advanced Studies “Educational Book”” developed the project “Concepts for the Adaptive Library of an Educational Institution” for a modern school library. It proposes the following criteria for evaluating the activities of the OS library:

Integrity - the level of integration of the mission, goals and objectives of the parent organization and the library;

User satisfaction is a measure of user satisfaction with the services offered (requirements for the fund and human resources);

Innovativeness - search and approbation of new information, library and pedagogical technologies in the professional activity of a librarian.

The competence of a librarian of a modern school library is an integral property of a person, characterizes his desire and ability to realize his potential - knowledge, skills, experience, personal qualities for successful professional activity. The article by I. Deineko "The new role of the librarian in the new library" provides a map of

professional competencies that a school librarian should have:

Design (the ability to define goals and objectives, implement best practices, determine the most effective forms of service, plan and write reports, etc.);

Analytical (study of reader interests, monitoring, objective evaluation of the results of work);

Communicative (the ability to establish optimal relationships with various user groups, teachers, school administration, external organizations, etc.);

Organizational (the ability to organize public events, a comfortable library environment, to form a reader's asset);

Information and communication (work with office programs, digital educational resources, Internet, library automation system, creation of web pages, etc.).

Only a competent librarian will be able to create a developing school library that meets modern requirements, concepts, strategies for the development of education. The main components of a librarian's competence are: a sufficient level of professional education, professional experience, a motivated desire for continuous self-education, a creative attitude to work.

Thus, the project of modernization of Russian education, which implies a change in the quality of education, a competence-based approach, continuity of education, requires coordinated actions of the entire infrastructure for supporting and developing education. The role of school libraries in the implementation of this project is significantly increasing, their functions and tasks are changing, it is necessary to provide a new qualitative level of the library of a general education institution. It is necessary to use a competency-based approach both in training and in advanced training, retraining of specialists in libraries of educational institutions.

List of used and cited literature

1. Adamsky, A. I. School 202: a comprehensive project for the modernization of Russian education [Electronic resource] / A. I. Adamsky // http://www.eurekanet.ru/ewww/info/13706.html.

2. Deineko, I. The new role of the librarian in the new library [Text] / I. Deineko // Library at school. - 2009 . - No. 9-10. - S. 14-20.

3. Zhukova, T. D. Implementation of the goals of education through school libraries [Text] / T. D. Zhukova, V. P. Chudinova. - M.: Russian School Library Association, 2007. -224 p.

4. Legislative support of the activities of libraries of educational institutions in the field of spiritual and moral education of children [Electronic resource]: materials of parliamentary hearings. State Duma // www.duma.gov.ru/index.jsp?l=1.

5. Studying the knowledge and skills of students in the framework of the international program PICA: general approaches [Electronic resource] // Program for the international assessment of students: monitoring

ring of knowledge and skills in the new millennium // http://www.ceteroco.fromru.com/pisa/pisa_part.html.

6. The concept of support and development of children's and youth reading in the Chelyabinsk region [Text]. - M. : MTsBS, 2008. - 47 p.

7. Lau, H. Information Literacy Guide for Lifelong Education [Electronic resource] / H. Lau; per. from English. S. Sorokin // http://www.ifap.ru.

8. Smetannikova, N. N. The value of reading for solving problems of education [Text] / N. N. Smetannikova // Homo legens. - Issue. 2. - M., 2000.

9. Khutorskoy, A. V. Design technology

knowledge and subject competencies [Electronic resource] / A. V. Khutorskoy //

http://www.eidos.ru/journal/2005/1212.html.

10. School library as a center for the formation of information culture of the individual [Text] / N. I. Gendina et al. - M.: Russian School Library Association, 2008. -351 p.

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The space of the school library should be mobile and flexible, not cluttered with heavy furniture.

The transformation of libraries into creative spaces is one of today's trends. A few recommendations from the School Library Journal on how to make your school library space more innovative and creative. The magazine advises to look far ahead, taking into account when planning that students' needs for technological support will only increase.

Margaret Sullivan

Everything is changing. To begin with, the Internet, e-books and apps have already become part of your students' daily lives. How to turn a library into a learning center that best meets the realities of today's rapidly changing digital world? I have been a school library designer for many years and trust me, this question is not easy to answer.

Recently, I realized that many of the things that were important in my work five years ago are no longer so important today. For example, now I don't care much about how many books you have, what the size of the space is, what kind of wood to use for decoration, how many students are in each class, or even where to put the subscription table. All of these questions have been replaced by much more relevant ones. For example, what electronic resources and tools will your students need, what are the learning goals of your school, how should we take them into account when developing a library?

I would like to say that I know how to create the perfect school library that will serve you and your students for years. But the truth is that there is no one model that fits all. It is important to reflect on the curriculum and assess the resources available to understand what will work best for your students. I will try to give a number of recommendations that will help in creating the best learning space. Here are five design ideas to keep in mind when planning your dream library.

1. Make space moveable and flexible

Many librarians, even those who work in new media centers, are forced to use outdated teaching methods, all because library spaces have not been flexible enough. Don't let this happen to your library.

Students must learn to use a variety of resources in their research, formulate constructive questions, and evaluate different points of view. In addition, 21st century students are learning to demonstrate their understanding in new ways, through the creation of their own videos and multimedia presentations. Therefore, every school library needs a flexible and mobile learning space that can support many different forms of learning and teaching, and not just store learning materials. This space should be equipped with wireless technology and not be crowded with heavy furniture: fixed tables and chairs, or, worse, built-in workstations.

Learning models are changing and school libraries need to take the lead. Collaborative and project-based learning, as well as peer-to-peer tutoring and one-on-one learning, are becoming popular in many schools. Classes move away from the "department mentality" and adapt to the different learning styles of their students. Libraries should follow the same logic and change according to the way students prefer to learn. The flexibility of the space is paramount; traditional library furniture often looks bulky and makes many configurations impossible.

Interactive whiteboards (eg SMART Board 600i, ActivBoard 500 Pro, eBeam Engage) are just some of the amazing modern tools that librarians are bringing into use. These new devices allow users to share information from their laptop monitors with teachers and other students; they're perfect for seminars, student presentations, distance learning, web browsing, speaking engagements, and yes, even lectures. Educators can use interactive whiteboards to make lecture material available to students who have been absent from class or need extra time.

As you develop your school library plan, be sure to try to communicate to the community the role of the librarian as a collaborative educator. Together with the awareness of different learning styles and the use of new technologies, this will be the starting point for bright innovative ideas for creating interactive learning spaces.

2. Remember: the library is not a bookstore

It's time to stop hoarding books and start promoting them. Take advice from the trade book company Barnes & Noble. Make books and magazines in the library more attractive (and more visible!) to students by using screens, moving lights, signs and lighting.

Instead of focusing on how many shelves you need, think about how print collections could expand and enhance your digital resources. Printed books remain an essential tool, especially for beginning readers. And the traditional book is that valuable source that can enrich the experience of any student, especially in such subjects as literature, social studies, art and history. In fact, printed materials remain a fundamental library resource, especially in schools that do not have a separate computer for each student.

But as you decide to breathe new life into your print collections, don't shy away from using e-books and digital readers. In the end, what format do digital-by-births prefer most? A printed book that is stored in a closet that is two meters high and requires a ladder to reach it? Or an e-book that can be downloaded to your Kindle, Nook, or Sony Reader faster than finding the stairs? In addition, another alternative to the reader has now appeared - Ectaco's jetBook, designed specifically for secondary schools.

3. Insist on strong infrastructure

Do not skimp on the electrical equipment of the library. Several sockets on the wall - now this is not enough. Media centers must be equipped with the latest high technology, users need the power to support the entire growing arsenal of electronic devices. Remember to plan ahead because there will be no going back. When the cement floor is poured, the issue of electrical equipment of the library will be solved for years.

Limited options in the future will control how space is used. I have seen many new libraries where students can conveniently use computers in only a small area. Laptops and portable devices, visual and audio tools, printers, interactive whiteboards, multimedia equipment - they develop at an incredibly fast pace, but sooner or later any of them needs to be charged. So get some 8-channel power supplies (like the Smith System I-O Post) that can be placed at arm's length in the center of a stacked desk setup or in the middle of lounge chairs.

It is also unwise to save on window decoration. Modern school libraries are bathed in natural light, which is a wonderful way to reduce the need for artificial lighting. Natural lighting beautifies, enhances the learning process and creates an exquisite space for it. Unfortunately, direct sunlight can dazzle, make it difficult to see the image on the monitor, and increase the load on school heating and air conditioning systems. To manage sunlight throughout the day, try using special blinds (like those from Hunter Douglas) that filter the light in a drastic way, or use traditional curtains and blinds.

Try to get in contact with the IT department and school administration as soon as possible to find the best way to implement a secure wireless network in the library, or even better, a private network cloud. Take the time to listen to their concerns and concerns and develop guidelines, but don't hesitate to promote technology that will make it easier for students to get online and improve the learning experience.

I want to warn you: the updated library will fight against you every working day if you do not take an active part in planning its infrastructure. It may sound trite, but trust me, the result is worth the effort.

Today, learning is not just the transfer of knowledge from a teacher to a student, but, above all, the creation of conditions under which it becomes possible for students to independently search for knowledge, their productive and active creativity. A schoolchild in a lesson of a subject teacher perceives the world in the prism of this subject, and the school library is able to provide the child with information to reveal a holistic picture of the world. Therefore, the school library needs to become an over-subject cabinet in the school, which is able to develop not partial, but holistic, systemic thinking among schoolchildren.

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"Presentation "Modern model of the school library""

Modern model of the school library

The purpose of the modern school library

Creation

library and information center in a modern school

• Ensuring the educational process and self-education through library, bibliographic and information services for students and teachers.
• Formation of the skills of an independent library user, information culture and reading culture among schoolchildren.
• Improvement of traditional and development of new technologies.

Tasks

REQUIREMENTS FOR WORKING CONDITIONS OF SCHOOL LIBRARIES

• Staffing:

Library staffing;

Qualification level (compliance with the qualification characteristics for the position);

Level of professionalism, quality results of work;

Innovative activity.

2. Logistics:

Compliance of the library premises with sanitary and hygienic standards;

Comfort of the library environment in relation to students and teaching staff;

Availability of modern library equipment and furniture;

Availability: subscription;

reading room;

media libraries;

book depositories;

Conditions for working with information (devices for creating, recording and processing information; obtaining and replicating information in various ways, including on the Internet;);

Equipment for mass library events;

Provision of the library with consumables and stationery, digital media.

3. Information and educational support:

Technological means: personal computers for users, databases, communication channels, software products;

Ability to carry out activities in electronic (digital) form: planning and analysis of activities;

Placement and safety of information resources;

• organization of EC and work with it;
• fixing the progress of the library process;
• interaction between the participants of the EP, including remote;
• control of access of EP participants to information resources on the Internet.

4. Information and methodological support:

Provision of teaching materials on different media;

Staffing of educational-methodical and program-methodical literature;

Children's, fiction and popular science literature, reference and bibliographic and periodicals.

Areas of work of the school library:

• research activities;
• information activity;
• project activity;
• literary and cognitive activity;
• multimedia technologies;
• work with the fund of fiction;
• spiritual and moral direction;
• artistic and aesthetic direction;
• civic-patriotic direction;

It is possible to work in these areas only in close collaboration with class teachers and subject teachers.

provides information and documents to the educational process

contributes to the harmonious development of the reader's personality

serves the teaching staff and parents

School library

provides students with the necessary resources for project and creative activities

supports

extracurricular and out-of-school work

The graduate will have the opportunity to learn:

Perceive fiction as an art form

To comprehend the aesthetic and moral values ​​of a literary text and express their own judgment;

Consciously choose the types of reading (introductory, studying, selective, search) depending on the purpose of reading

Write a book review

Work with thematic directory.

Problems

• Insufficient funding of the material and technical base of the library.
• Insufficient level of qualification of teachers-librarians.

Problem solving

• Financing the material and technical base of the library.
• Information and educational support.

A librarian is a person who keeps pace with the development of information technology

Today, a librarian becomes an information manager who must master not only pedagogical, but also information and communication technologies.

The librarian of the new time must change the attitude of schoolchildren to reading and obtaining new information

Working with students "What? Where? When?"

The book is a window to the world take a closer look at it"

What makes a school library modern? Free internet access? Fashionable boring design? All this, of course, is good and even necessary, but without a modern understanding of its functions, the library will remain a huge dusty "bookcase".

The global crisis of libraries in the digital age has been talked about for a long time and a lot, and, fortunately, over the past five years, these conversations have increasingly touched on real examples of how to overcome the crisis. One does not have to look far for such examples: Moscow residents could already appreciate the “library revolution” of Boris Kupriyanov, a well-known Russian publisher and bookseller, whom officials called for help in order to save the metropolitan regional libraries from extinction.

Under the leadership of Boris Kupriyanov, part of the Moscow regional libraries has turned into open public spaces where visitors can feel as free as in a cafe over a cup of coffee. The public gasped at the unusual design developed by the Dutch architectural bureau, and Boris Kupriyanov never tired of repeating in an interview that design is only the outer side of the matter, the main thing is a change in our attitude to the functions of the library.

At one meeting with journalists in Irkutsk, Kupriyanov said that the library was called upon to preserve not catalogs, but "that great practice that has accompanied mankind for seven thousand years" - reading. And the librarian fulfills a cultural mission - in a sense, he teaches to read, demonstrating the potential and importance of this activity.

Boris Kupriyanov

publisher and publicist, co-founder of the Falanster bookstore

The most important criterion for the professional suitability of a librarian is not the ability to make high-quality bibliographic collections, but the general culture, love of books and knowledge of literature. If a person knows librarianship by heart, but does not like books and readers, he is unsuitable for professional work. This is fundamentally important. Will you trust a pilot who hates to fly? The library has to lose its temper, literally and figuratively. Get out of your walls, offer new practices, new relationships.

The example of Moscow libraries was quickly adopted in other cities: in St. Petersburg, Vladivostok, Nizhnekamsk. Along with the visual change of space, such a simple solution as allowing readers to independently take books from the shelves was a real breakthrough.

If in the general case we are talking about the fact that the library should be rebuilt in order to perform an educational function, then in the case of the school, pedagogical functions are assigned to it.

How to instill in modern children a love of reading? How to make the school space more friendly, open and adapted for modern education? How to teach children information literacy? - these three questions, perhaps, describe the range of tasks facing the modern school library.

When in the early 2000s the German public was alarmed by the crisis in education, which was demonstrated by the results of PISA, the Foundation. Bertelsman developed "Public Library and School". The fact is that in Germany not every school has its own library, and the PISA results showed "failures" in precisely those skills of children that are associated with reading. The Foundation's program provides recommendations on how to use the possibilities of libraries in order to "bring up" schoolchildren in their ability to read and search for information. For this it was suggested:

• Recognize that information search skills are one of the basic ones, and the library is a place where these skills can and should be developed.
• Create conditions so that teachers can teach librarians pedagogical techniques, and librarians teachers - the ability to work with information.
• Consider the library as a space for individual education.

These basic recommendations show that the library for the school is a resource for solving problems that are not always possible to complete in the classroom. If in the classes children are guided to a greater or lesser extent by the teacher, then the library should create an environment in which the child can and wants to independently choose what and when to read, unobtrusively mastering the skills of independent work with information.

As for the love of reading, here school libraries may need to decide on more daring experiments than literary and poetry evenings in renovated interiors. One of the most striking examples of such courage is reading for dogs, which is gaining popularity in libraries around the world. Yes, yes, small children may not like to read, but almost everyone loves animals and agrees to read a book or two to attentive four-legged friends.

Over the past 5-6 years, probably, no structural unit of the school has changed as dramatically as libraries. From repositories of old, shabby books and textbooks, they have turned into information centers for schools, gymnasiums, and lyceums. If earlier VCRs with a dozen video cassettes and music centers were the pride and ultimate dream of librarians, now users' workstations with Internet access and copying and duplicating equipment are becoming the norm. And the school librarian is the owner and caretaker of all this wealth.

In the library of gymnasium No. 9, in which I have been working for the eighth year, a new era - the era of modernization and informatization - began in December 2004 - from the moment the first workstation of a librarian (computer and printer) appeared. A new life began for me, too, as a school librarian. In order to always be a little ahead of users - consumers of information, to know a little more, one had (and still has to) constantly learn, improve, acquire new knowledge and skills in the field of ICT and apply them in practice, in library work.

The library has also changed externally - comfortable furniture, 2 reading areas - one for children, the other - for middle and senior students and teachers, a computer area. The dilapidated book fund is being replaced, children's books are being purchased, printed on good paper, with vivid illustrations. And this is very important, because the library and printed books are still inseparable concepts.

Electronic information resources - electronic publications (educational and visual aids, anthologies on literature, encyclopedias, interactive maps, etc.), electronic databases, Internet resources - that quickly burst into the measured life of school libraries - provided librarians with unlimited opportunities for reference and information services for users. If earlier it was often difficult to find some information, now it is probably difficult not to find it.

Copying equipment (there are 8 units of such equipment in our library - I counted it for the report and gasped - so many!) greatly facilitates everyday library work: printers do an excellent job with the design of exhibitions, copying text, scanning pictures and photographs (especially fond of my favorite color printer), scanner, copier, just press the necessary buttons.

And how the work with readers has changed! Presentations, video sequences make mass events spectacular and memorable. Book exhibitions, quizzes, reviews - ICT can also be used in their preparation and conduct.

I do not forget about the library program AIBS MARK-SQL. I continue to create an electronic catalog. Probably, as we were promised, someday the electronic catalogs of city school libraries will be connected into a single library network, and library collections will become open. But I don’t know if I would like to give out printed or electronic publications from the collection of my library to students of other schools? Probably not. Although life is changing so quickly, changing us ourselves ...

Is it possible to say that all the problems of school libraries are in the past, and there is a bright future ahead? Of course not. Some problems disappear and others appear in their place.

Almost all school libraries are located in small rooms (an ordinary school office), so the size of the computer zone is limited - for our library, three workstations of users is the limit. Computers that once seemed like a miracle of technology are already outdated - two computers need to be replaced, and new printers are needed for them.

The Internet is becoming the most popular source of information, but the global network has created the problem of information security for children and adolescents. If students in the school library are looking for the necessary information on the Internet, it is the school librarian who must ensure that it is safe for the physical and mental health of users. To do this, the librarian himself must freely navigate the information space of the Internet, possess the skills of fast and safe information search.

There is a rule in our library - students from grades 1 to 7 go online only when accompanied by a teacher or a librarian. In addition, databases of safe sites are being created, all workstations are provided with instructions for safe information retrieval, and individual conversations are held with students before going online.

Probably, all librarians are concerned about the problem of “non-reading” of children. Children and teenagers stopped reading - not according to the program, for the assessment - everything is fine with this, but for the soul.

From the crowd of first-graders, who stand in line every change to take or change a book, by the fifth grade there are 15-20 reading children (for the whole parallel!), And by the 10-11th grade - 1-3 regular readers. It seems to me that e-books will not solve this problem either. Modern children and teenagers spend their leisure time at the computer - they play or communicate in social networks. Reading is now more of a punishment for children than a favorite pastime.

They say that problems do not need to be solved, you need to rise above them. Therefore, despite all the difficulties of their life, school libraries live - in different ways, but they live, and I hope they will live, helping both students and teachers in the difficult task of public education.