Strategy and tactics of riaz vgues. Goals, objectives and main directions for the development of the children's library in modern society Priority areas for the activities of libraries
Director of the Duvan CBS
Bulatova L.A.
Mesyagutovsky regional children's library
MBUK "MTsMB" Duvansky district for 2015
Monthly 2015
1.Goals and objectives of the children's libraries of the CLS……………………..….................3
2.Library service for children………………………….……………..4
3. Indicators of the activities of children's libraries………………………….5-7
Analysis of relative and quantitative indicators………............................7-8
The main areas of work for children's libraries:
Patriotic and legal education of personality, work with difficult children …… .. .....................................................................................................................................................................................
- moral and aesthetic development of the individual……………………….20-26
- local history activities of libraries…………………………….…27-30
- work with children in the summer…………………...…………………..30-34
- book – family – library…….…………….................................................. .....34-36
-to the year of culture…………………………………………………………36-38
-ecology………………………………………………………………………38-40
Children's Library Resources
A. Library collections. Acquisition. Movement: incoming and outgoing. The degree of renewal of funds. Fund periodicals, names, copies for children. Foundation organization………...40-42
B. Informatization and electronic resources children's libraries……………………………………………………………………..…42
B. Material and technical base. Building. Occupied
premises………………………………………………………………...…….43
D. Staff of children's libraries…………………………………………..…..43
6. Information and bibliographic activity………………………………………………………………………………………………………………………………………………………………………………………………….44-45
7.Scientific-methodical and research work………..45-50
8. Analysis of library services for children in the municipal district. Conclusions and suggestions……………………...50-51
Appendix No. 1 - "Passport MRDB"……………………...................... 52-55
Appendix No. 2 - "Passport of the Duvan Children's Library"……….56-59
Appendix #3–
Application No. 4 -
GOALS AND OBJECTIVES OF THE CLS CHILDREN'S LIBRARIES.
Tasks dictated major events in the life of the country:
Support and promotion of reading as an essential element of culture, a source of
spiritual education, intellectual enrichment and creative activity of the younger generation.
To strive to raise the status of books and reading, libraries in society, in the family, among various categories and youth, disabled children, children from low-income families, difficult teenagers who do not read, etc.
To form an interest in reading as an amazing creative process, identifying reader preferences, the development of literary and artistic creativity of children and youth.
Introduce library visits, starting in kindergarten and first grade, and through parents. We created an atmosphere of cooperation between librarians, teachers, children and their parents in the library.
We celebrated the Year of Literature with events.
Tasks dictated by events in the life of the republic, district:
Actively use the springs of folk culture, identity, wisdom of their people.
To educate national self-awareness among their readers by promoting books by Bashkir writers, books about their native land, its history, and the current situation.
Tasks caused by the peculiarities of the work of the library:
We continued to study, clean up the fund, and preserve it.
We used subscription editions in our work and saved them, worked on card indexes and catalogs, effectively using them in our work.
They brought up the culture of reading students, updated library lessons according to the program "Fundamentals of Library and Bibliographic Knowledge".
Completed the fund the best literature on leading topics and areas of work.
Achieved 100% coverage of children in library services and at least 60% in systematic reading.
We actively worked with a large group of readers - future teachers and educators studying at the Pedagogical College.
We worked with readers - parents to help raise the reader's child.
They promoted the library, covering their activities in the local press, on the Mesiagutovo Children's Library page "VKontakte".
Children's libraries in modern society are a kind of centers for self-development, self-education, uniting the efforts of all socializing institutions on their territories, striving by common forces, joint actions to lead to the sustainable positive development of their readers. The organization of the reading activity of the younger generation is the main function of the children's library. It is in the library that the child receives the skills of reading activity, reading culture, information culture. The main goal of libraries working with children is to meet the needs of children and leaders of children's reading for information in all branches of knowledge, organizing leisure activities, assisting in the formation and development of personality, in transmitting knowledge and information to make the right decisions in different periods of growing up, i.e. . on the socialization of children, adolescents, youth.
After analyzing the experience of children's libraries in the world, it can be noted that children's libraries are an invaluable asset and a unique phenomenon in world history and culture. The end of the 20th - the beginning of the 21st century is characterized by the creation of a global information structure, the development information technologies. Today, in a period of modernization and globalization, all libraries are changing significantly. New information technologies put before the children's libraries of the world the tasks of their development.
One of the most acute problems at the present stage facing children's libraries in Russia and abroad is the problem of rejection of children from reading. This phenomenon is studied by scientists and comprehended by the public of many countries, including Russia. A well-thought-out system of measures to attract children to reading, raising interest in the book is a promising direction in the work of children's libraries in the world.
The problem of “family literacy” is not new in the world. In a number of developed countries, the number of functionally illiterate families is growing. Family literacy can be seen as achieving a certain level of literacy in a family where they work together to improve their education. The need for closer interaction of libraries serving children with families, as well as services outside the library walls, are the prospects for children's libraries.
In the early 90s. The American Association for Children's Library Services worked with the Institute for Family and School Development to successfully develop a national program that involved working with parents to help their children learn. This program was designed for parents and included the use of libraries by children. The campaign slogan was "A library card is the best present for your child." Various programs for parents of young readers teach them how to competently work with a children's book, using various forms and methods. The German Reading Foundation, together with the Federal Ministry for Family Affairs, recently launched the project "Reading is a Family Business". Work is carried out with all categories of mentors - parents, kindergarten teachers, teachers.
One of the most effective influences is the influence on the "literary resources of the environment." The presence of children's books in the environment of the child is one of the main conditions for the development of a stable habit of reading. In the late 80s - early 90s. in the US, Indiana, a program related to the support of free reading (reading for pleasure) among students in grades 4-6 called “Reading Encouragement and Paperback Books” was carried out with the participation of school and public libraries. It was a unique program in the US, but it was reminiscent of the New Zealand and UK Book Stream programs. Its purpose is to stimulate the free reading of young people, using two methods: placing a large collection of paperback books in the schools selected for the experiment; supporting these schools in providing motivated reading activities.
In the USA, libraries work intensively with families, and the program is carried out both with children of different ages, and with parents, grandparents. Public libraries run a number of “lap-sit” programs where a parent can bring an infant (from birth to 24 months) to the library to listen to stories, move and imitate, and to parents had the opportunity to learn how to stimulate the mental processes of the baby. One of the most well-known family literacy programs run by public libraries since 1987 is called Home Start. The program was run by volunteers and librarians and included counseling parents on reading as a family activity, advice to improve their child's school performance, familiarization of parents with reading materials, and training in skills for working with preschoolers. In Pittsburgh, the teen moms program (girls aged 13 to 19) included tutors who came to the school from the library twice a week and taught young mothers the art of communicating with children, advising them on children's reading. Another program is "Reading Together": tutors (volunteers) use children's books as teaching material and help adult learners read these books to children. Parent Reading Clubs are another model for a modern family literacy program. Another example of a non-standard approach to working with families is the project called "Fathers" and was implemented in the second half of the 1990s. 20th century while working with inmates at San Quentin Prison in California. Purpose: to help fathers become the first teachers of their children, to teach fathers how to use children's books to teach and communicate with their children. Another problem that worries American society is the problem of generational ties. The American Association of Retired Persons (AARP) Network of Organizations and Unions and more than 100 Generation Link organizations have local, state, and national chapters. Programs are not limited to working with the elderly and children, they can involve students, workers, and others.
At present, the study of reading in America is taken very seriously. Back in the 80s of the twentieth century. in the United States, fears were expressed that the country was turning into a "nation of spectators", so attention to reading problems was paid "at the very top". The most relevant areas of studying reading in American practice include the following: the study of children's reading; marginal groups; the study of the place of reading in the life of the family and community, etc. The most significant analytical studies of recent years by American experts are the works of D. David "Readers and Reading in America: Historical and Critical Perspectives" (1994) and C. Davidson "Reading in America: Literature and History of Society” (1989). In 2002, a study was conducted in the United States of social involvement in the arts, including the reading of fiction. Its results have been published. Currently, European and American studies are closely linked to programs to promote reading among non-readers, with projects to support reading that exist at the state level in almost every country.
Today, in a period of modernization and globalization, libraries are changing significantly. New information technologies put before the children's libraries of the world the tasks of their development. Children and teenagers quickly and easily learn new technologies and are attracted by the huge opportunities of cyberspace. The role of libraries in the process of building the information society is enormous, this is emphasized by the public library organization IFLA.
In 1991-1993, the United States launched a ten-year program to build a national information infrastructure. American Library Association began to develop new approaches and create programs for libraries to overcome the "information gap". Today's school library as an information center plays a vital role important role in preparing schoolchildren for life and work in the information society. The American School Library Association used two national technologies: ICONnect provided Internet classrooms to assist school librarians, and the Kids Connect project provided assistance and referral services to users.
American librarians' understanding of their changing tasks in the era of new information technologies is reflected in the Statement of Commitment to High Quality Library Services for Children in the Technological Age. Among the obligations that children's librarians have assumed in connection with the development of the Network, the following are indicated:
Educate parents on how to use the Internet and encourage them to take an active role in guiding their children when using the Internet;
Play an active role in developing Internet policies and programs that help parents protect children from inappropriate material and ensure children have access to the information they need.
In the UK, a new original company has begun to introduce online into the life of the nation. The mission of attracting adults to the global network is entrusted to web-educated children.
The "International Children's Digital Library" (ICDL) was created. The essence of the project is to place on the Internet 10,000 books in 100 languages (including Russian) by 2007 for children from 3 to 10 years old. All electronic books are made by scanning - the page numbering, the usual book font, colorful illustrations are preserved. The ICDL budget is $4.4 million. The project is organized by the University of Maryland with the support of the Library of Congress and National Fund development of science.
The first European children's virtual library was created. In 1994, children's librarians from 6 countries (Great Britain, Germany, Greece, Spain, Portugal and Finland) united to develop a unique international project CHILIAS - a children's virtual library. The project is addressed to children aged 9-12 and was developed with their direct participation. CHILIAS consists of four mutually complementary sections posted on the Internet: a virtual library - "Information Planet" (it contains information about the authors, books, cities participating in the project, computer programs, as well as about animals, music, sports); the interactive program "Compose a story", which allows children to independently enter new information, for example, compose fairy tales and stories; "Guest Book" is a discussion club where children can express their opinion about the advantages and disadvantages of the program, correspond with their peers in different countries; training program for training information retrieval skills "Infoton".
Thanks to the creation of online computer centers in different countries, such as OCLC, RLIN, WLN in the USA, ABES in France, PICA in Holland, and others, libraries do not catalog new acquisitions and do not retroconvert catalogs alone. Things are moving towards the fact that soon no one in the world will independently describe foreign literature - high-quality bibliographic descriptions will be borrowed from the bibliographic institutions of those countries where this literature has appeared. In the early 1990s, UK libraries agreed to coordinate efforts to microfilm their collections and preserve the microfilms they made. In parallel, a national computerized microform registry is being created and its data is transferred to the US Research Libraries Information Network (RLIN), making it available for worldwide use.
The processes taking place in the field of library services in Western countries are ahead of Russia in the use of ICT. The information policy of many countries of the world is built taking into account the fact that today's and tomorrow's Internet users are children and adolescents. In this regard, various programs are being developed in a number of Western countries related to connecting libraries and schools to networks, teaching young users the basics of literacy in the broad sense of the word.
Russia is at the beginning of building an information society, and children are its future participants. Today, there is not only a ubiquitous distribution, but also an extensive growth of information resources in the world and in Russia. The general trend is the development of media education and various types of literacy: information, computer and network.
Both in the world and in domestic library science, the problem of the work of libraries on the Internet is intensively discussed by specialists - theorists and practitioners of library science. However, in Russia today, the problem of developing library services for children as one of the most active potential groups of Internet users is relevant and insufficiently studied.
Another side of this problem is the ability of libraries working with children to create and make available to young people the cultural wealth they have accumulated in the form of new information resources, thus creating a "children's cyberspace", which can contribute to the development of the child's personality. At the same time, it is well known that there is a lot of information on the Internet that can harm the minds of young people. In recent years, librarians in Western countries have been extremely concerned about this problem and have been discussing various ways to solve it.
In 2000-2001, the specialists of the Russian State Library for Children conducted a comprehensive study "Children's Libraries and the Internet: Problems, Development and Prospects for Development". The library was seen as a social institution with its inherent tasks and functions that undergo changes dictated by the socio-cultural situation. In the course of the study, for the first time, material was collected on the work of the "leading group" - librarians from the central children's libraries - leaders in library services for children in different regions of Russia. It is these specialists who today are the carriers of innovations, with their help new strategies and methods of working with children in libraries are being developed, where new information and communication technologies are used. The results of the study indicate the growing trend of children's libraries entering the new information space. The process is going on with great difficulties, since the role of a navigator in the information flow of cyberspace requires specialists of a completely different level of competence, as well as other professional knowledge. There are problems of automation of children's libraries in Russia. Despite the fact that the rights of the child are declared as a priority, the role of libraries as guarantors of children's rights to receive information is clearly underestimated. The solution to this problem should go within the framework of targeted state programs.
Since the second half of the 1980s, significant political and socio-economic changes have taken place in Russia, which have influenced both the development of libraries and the study of their readers.
The Departments of Sociology and Psychology of the RSUL and RSDL are active in studying the reading of young readers. They develop their own programs and methods for studying children's and youth reading.
During this period, large-scale studies of reading began in the regions, primarily in Siberia, which later gave deep and interesting results.
Every year, starting from 1995, with the participation of federal and regional libraries, on the basis of their proposals, the Ministry of Culture of the Russian Federation forms a consolidated (coordinating) plan for the main library events (conferences, seminars, meetings, major exhibitions, etc.). Of the many events held in recent years regarding children's reading programs, one can single out the conferences “Children. Book. Library" (Ivanovo, 1996), "Children's Reading at the Turn of the Century" (Ivanovo, 1999).
The program "Reading" ("National program for the development of reading and literacy in the Russian Federation") is a priority project in the field of culture and literacy. The first sign that broke through the fog of ambiguities on this issue was the project of the Young Russia Reads movement, published in the School Library magazine. The project is accompanied by a program article by well-known employees of the Russian State Children's Library V. P. Chudinova and E. I. Golubeva “Support for children's reading is our the main task today".
The first draft of the national program "Reading" under the motto "Let's Preserve the Spirituality of Russia!" was published in the book "Reading. Society. State” (M., 2001). The goal of the Program was formulated as follows: “All-round support for Reading, the most important element of culture, a tool for increasing the intellectual potential of the nation, creative and social activity Russian society". Among the areas of action of the Program, the following areas were identified: children's reading; family reading; school reading; reading propaganda; state support for book publishing, mass media and print distribution.
Children's libraries are actively involved in the implementation of the ideas of the Program. Promotions, festivals, conferences swept across all regions of the country. "Schools for Talented Reading", "Workshop Readings", "Laboratories for Creative Reading", "Reading Support Centers" began to open. Public initiatives were supported by the press. A rare magazine in those years did not respond with articles about all this. (The bibliographic index "Reading Children and Adolescents" (RGDL), which reflects publications since 2001, lists more than 600 books and articles). Specific proposals for the national program "Reading" were made by the leading staff of the Russian State Children's Library and published in the collection of materials "Young Reader and Russian Book Culture" (M., 2003). The working group of the newspaper "Book Review" also responded. Parents actively stood up for children's reading. But soon, for unknown reasons, as if by order, all this work stopped.
So, instead of the planned introduction in the staffing table of general education schools and secondary specialized educational institutions of the position of a methodologist-organizer of extracurricular reading, extracurricular reading generally removed from the school curriculum. The same thing happened with the "Organization on the basis of universities of culture of specialized training for working with children." Instead of “organization”, they carried out disorganization: in most universities this specialization was abolished. SPbGUKI eliminated the course "Family Reading". The initial task of supporting children's libraries turned out to be the closure of many of them. And the task of examining children's literature ended with the liquidation of the magazine "Children's Literature" - the only magazine in the country that professionally criticized children's literature.
In March 2006, at a meeting of the Board of the RCC, the "Concept of the National Program for the Development of Reading in the Russian Federation as a priority project in the field of culture" was presented. This concept gives the key position of the future Program - the impact of the level of reading on the competitiveness of the state as a whole, as well as the situation in Russia and international experience in solving this problem, the first steps that Russia must take on this path are outlined. It was also suggested here that funding for the state program "Reading" could be included in the budget by 2008. .
The most compelling argument for the authors of the project is the "reading crisis". Another argument is that in the national reading support programs in the developed countries of the world, priority is given to the reading of the younger generation. The main motivation dictating the need to create a state program "Reading" should be to support the culture, intellectual and creative potential of the nation. Reading in this context is not an end in itself - it is only a path to the development of the individual and the country as a whole. It is not a society of readers that needs to be created, but to revive the spiritual power of Russia through reading, to prepare the younger generation for service higher goals.
The problem is complicated today by the unprecedented flourishing of mass culture, which generates a consumerist attitude to life. The pernicious influence of mass culture on the consciousness of the younger generation lies in the substitution of values. Save from the harmful influence of ersatz literature can only be a good book and deep, thoughtful reading.
A real breakthrough in the protracted silence around the national program "Reading" can be called the scientific-practical conference "Reading and literacy - a tool for the development of the individual and society", dedicated to the XIX Moscow International Book Fair, which takes place annually at the All-Russian Exhibition Center. All intellectual Russia spoke about the need for the program, its direction, goals and objectives. The proposed private projects make up large-scale programs: the Year of the Young Reader in Perm, the Year of Reading in Buryatia, the Year of Family Reading in Chelyabinsk. On this foundation must be built Government program. Was outlined state of the art children's reading in the country, the unevenness of the book space is revealed, signs of a book famine are noted. The general trend of children's reading is descending: well-readers move into the group of weak readers, and weak readers into the category of non-readers.
Among the negative aspects, the low quality of free reading of children and adolescents was noted. In the array of books, the priority place is occupied not by socially significant literary works, but by low samples of mass culture. This is facilitated by market relations in the field of publishing children's literature, as well as the destruction and dilapidation of the funds of children's libraries. There is a shortage of qualified librarians working with children. The quality of the reading and information culture of readers is declining, and the traditions of family reading are disappearing. The wealth of experience in introducing children to books and reading, accumulated in the country, is not properly analyzed and generalized, and does not become the property of others. It is scattered among various collections and journals, often inaccessible to practitioners.
Many positive and promising things have been noted in the activities of children's libraries in Russia. Developments and conceptual ideas in the field of children's reading of the Ural region can be called a phenomenon of the Urals. Here, different-age models of teenage reading are being introduced into work with children. These models are aimed at the development of the personality of a growing person, the formation of the reading culture of children. The experience of creating a "nation of readers" of the Sverdlovsk Children's Library deserves attention. Children's libraries in Russia hold not only individual interesting events. Many places have developed long-term programs to encourage children to read. For example, the program of the Leningrad ODB "Books of Childhood" is based on the principle of partnership between children and adults in reading. The projects of the Magadan and Murmansk regional libraries (“Steps of Growing Up”, “Reading Family”, “Reading School”) are based on the relationship of children, families, schools to reading and the library; identification of reader preferences; promotion best books for kids; introducing them to reading and the library. With the help of children's librarians, the book appears in parks, summer camps, "reading rooms on wheels" are organized (actions "With a book on the bench", "With a book under the arm"). This form of work has long been actively used in children's libraries in Germany and France. Libraries in Russia hold competitions of creative works “How great it is to read!”, reader and literary marathons, reader conferences in the traditional and on-line mode. Following the example of foreign countries, reading groups of preschool and primary school age are being created in Russia. Information and psychological support programs have been created for parents, and family clubs are operating. Forms of work with teenagers are promising: discussion clubs, clubs of book friends, the movement of book culture volunteers. The RSDL participates in projects to promote quality reading and disseminates the experience of children's libraries. In 2006, a collection of materials "Projects of Children's Libraries to Support Reading" was published.
If we lay down the Western model in the program: reading technique plus text comprehension equals functional literacy, then we aim the state only at eliminating the growing illiteracy of the younger generation. This is important, but not sufficient. If we put into it the Russian model, which rises above functional literacy and is directed towards education, culture and the development of the creative potential of the individual and the nation as a whole, then its final result will be completely different. It will be a national program that meets Russian traditions and our mentality.
Many of those present at the International Seminar "Reading in the System of Socio-Cultural Development of the Personality", held at St. Petersburg State University of Culture and Arts in the last days of June 2006, drew attention to the difference in the approach to the subject under discussion between foreign and Russian specialists. Speakers from Switzerland, Italy, Finland and the USA, speaking about reading, all, as one, focused on the problem of understanding the text and the resulting technology of textual activity of schoolchildren and students. It is in the understanding of the text that they see the highest level of reading culture. The level of understanding is taken by them as an indicator of the effectiveness of text analysis and related monitoring - tracking the progress of students in acquiring the necessary skills. As for the Russian speeches, the key words here were mainly the words "culture", "spirituality", "education". Methodical methods were also aimed at this: exercises, tasks, questions.
Such a different approach to reading also determined a different idea of its role in the socio-cultural development of the individual. For Western specialists, reading is the basis for successful education, a guarantee of informational and functional literacy of a person. With regard to schoolchildren, reading in the West is entirely put at the service of "Learn to learn." The Russian participants of the seminar, not excluding the importance of understanding the text, saw in reading mainly an educational, moral, creative mission. The difference is significant. But this does not mean that the Western model is untenable. If we discard the humanitarian component, then in the Western methodology one can find many advantages of both a conceptual nature and private pedagogical findings that are worth taking a closer look at.
For example, reading can be considered as a basic component learning activities which ensures the success of the student in all academic disciplines. Without reading, there is no education. This thesis gives methodological significance to the formation of a culture of reading.
One of the important features of Western reading technologies is their active nature and orientation towards achievement and success. By teaching children to read, they are not allowed to be bored. They are included in various types of intellectual work, where one type is replaced by another. As a result, children do not get tired and enjoy such learning. The system of mental work of students, the so-called "learning reading", is developed in detail and expediently. Here are extracts, abstracts, problematic issues and transcoding text into graphic schemes, as well as the presentation of the reader's own work, keeping diary entries, compressing and expanding text, recognizing its types, and much, much more. It is not surprising that as a result, children begin to study better, work with information, and assimilate educational material.
Also attractive in the Western technology of teaching reading is its interactive, interactive nature, in which the child is the subject of activity, and not its object. This technology provides and implements training speech activity, pre-text and post-text discussion of books, discussions, thinking aloud.
And I would like to draw attention to one more positive aspect of Western technologies. Great importance European colleagues give the reader reflection, that is, his self-esteem, his reflection on what he has achieved as a result of this or that activity. In this regard, a technology called "Portfolio" plays an important role, which allows the reader to be included in the assessment of their own success.
It was not without its shortcomings. The rationalism and pragmatism characteristic of the West was fully reflected in the model. An engine is being prepared from the reader technical progress capable of taking responsibility for the creation and use of the technologies of the 21st century. This model is clearly not designed to form the moral qualities of a person.
Thus, domestic children's libraries in their activities mainly use all kinds of individual and mass forms of work. Libraries serving children abroad use various programs and projects at the national, state, local levels in their work. Recently, there has been an active exchange of experience between Russian and foreign colleagues. In Russia in recent times various programs for children's libraries began to be developed. The implementation of the ideas of the program "Reading", the creation of its new model should become a promising direction in the work of children's libraries in Russia.
The goal of our reading model is to raise not only Western-style intellectuals, but a humane, creative, intelligent person, a citizen of his fatherland. There is a mass of literature about the reading talent of Russian people. Of the latest publications on the upbringing of a talented reader in a child, I would like to name the reprint of the book by L. I. Belenkaya "The Child and the Book" and the manual by E. Gutkina "Children and Poems". The Western model can serve as an addition to the traditional Russian one. It will help our schoolchildren not lose face on the subsequent international reading quality tests (PISA).
Western and Russian models of reading culture do not contradict, but mutually enrich each other. With a careful study of both, the “patchwork” consciousness that Metropolitan Kirill spoke about is overcome. Our task is not to replace the Russian model with the Western one, which is the trend, but to skillfully combine them. Information technologies need humanization, but humanization must also be linked with information technologies. The example of Western countries convinces that the policy in the field of reading can be implemented with the help of programs of different levels: from national and regional to local ones. Departmental affiliation and the number of their participants can also be very wide and cover the areas of education, culture, book publishing; schools, libraries, publishing houses, and other organizations can be involved. Depending on the initiators and organizers of the program, it can be based on various social institutions - school, library, family.
Russian librarians, together with state and public structures, should coordinate efforts to create a national program for the protection and implementation of the rights of the child to library and information service that meets the needs of today. It is necessary to develop strategic plans and large-scale programs for their implementation. Today it is necessary to preserve the accumulated and update the content of education. Library services for children require a deeper knowledge of their psychology, taking into account social trends and demographic changes in society. A differentiated approach is needed for children who most urgently need the help of librarians, and the ability to work with such children. As well as abroad, the support of the Russian library community in the implementation of programs for children's, youth and school libraries is very important for us.
Personnel management
Material and technical base (children's library / department)
Table 1. Network of libraries serving children in the Kochenevsky district/city as of (01/01/2017)
Organization of a unified system of library services for children up to 14 years of age inclusive
Table 1. The network of libraries in the Kochenevsky district / city as of (01/01/2017)
Table 2. Network of libraries serving children in the Kochenevsky district/city as of (01/01/2017)
Population (thousand people) |
|
including children up to 14 years old inclusive |
|
Number of municipal DBs (network units) total units |
|
including |
|
having legal status persons (unit, indicate budgetary, autonomous, state-owned) |
|
model DB (unit) |
|
rural DB (units) |
|
TsGDB/TsRDB (unit) |
|
children's branches of the CLS (unit) |
|
children's departments of the CLS |
|
and others: structural subdivisions of inter-settlement libraries |
|
Children's departments in other libraries |
|
Changes in the network of municipal DBs |
|
status change |
|
merging with another library |
|
DB closure |
Responsible for working with children in the district (name, position, duties) ...
Responsible for working with children in the district - Dottai Irina Yurievna - Deputy Director for working with children
DB/DO operates on the basis of the following legal documents (please list documents:
The DB operates on the basis of the following internal administrative documentation: the Charter, the Regulations on the DB, job descriptions employees, etc.
Tasks and areas of work for 2017
Society is undergoing dramatic changes. The material and technical base, information and intellectual resources of libraries, the interests and demands of children are changing. But as before, the personality of a reading child remains a value of national culture, and reading is the main source of the formation of its moral, patriotic, intellectual, cultural and aesthetic features.
The priority tasks of the librarians of the Kochenevsky district are:
· To educate children in the need for a book, reading, spiritual and intellectual growth, self-awareness and self-education.
· To promote the values of reading and books, to form the information culture of the individual.
· Provide a wide range of services to meet the various needs of users
Stimulate interest in reading and books, help raise the intellectual and cultural level of the child;
· To educate in the child a value attitude towards a healthy lifestyle and a negative attitude towards asocial phenomena.
· Promote the disclosure of the creative potential of children and form communication skills through participation in cultural and leisure activities.
Uncover and enrich spiritual world child, to study and preserve the history of his native village, township.
· Pay special attention to events dedicated to the Year of Ecology.
Table 2 Benchmarks
District / city: |
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Readers |
Book lending |
visit |
|||||||||
plan |
issue 2016 |
plan 2017 |
of which up to 14 years old inclusive |
plan 2016 |
plan |
plan |
plan |
visiting masses. event |
|||
Children's Library/Department |
|||||||||||
Rural branches |
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Total for the region |
Public relations
In 2017, the libraries of the system will continue to work in cooperation with secondary schools No. 1, No. 2, No. 13, rural schools in the Kochenevsky district, kindergartens Skazka, Solnyshko, Antoshka, Central Regional Hospital (Children's Department), Youth Center. Work closely with the rehabilitation center, the orphanage, with the summer playgrounds of schools, with the site of the department of social protection, with the church, the branch of the Federal Migration Service of Russia for the Kochenevsky district in the Novosibirsk region. Jointly hold various public events, participate in promotions, competitions, quests, etc. . Continue working with the library website, the newspaper "Kochenevskie Vesti"
Program and design activities
In 2017, the Libraries of the MKU Kochenevskaya CLS will work on 21 projects (programs).
Project name (program) |
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"Wonderful suitcase" |
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"Sunflower" |
D.B d / s "Sun" "Antoshka" |
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“Life is in the hands of the living” (program on ecology) |
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"A miracle whose name is a book" |
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"Nature in origami" (program) |
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"Young ecologist" |
||
"The whole family in the library!" |
||
"Children's puppet theater in the library" |
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"From book pages to the stage of the theater" |
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“Wonderful, wonderful, wonderful!” |
f.№22, school |
|
"Library is your friend" |
||
"We are all united by a book" |
||
"Workshop of Miracles" |
f. No. 4, school No. 2 |
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"Be nature's friend!" (program) |
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"MEDIATEK - new opportunities" |
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"Live, nature!" |
||
"Green Rescuer" (program) |
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“I grew up here and this region is dear to me” |
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"ROSTOK" |
f.№15d/garden |
Main areas of work with readers
Mass work
Table 3
Table 4Data on working with children Kochenevsky district
Event Forms |
Completed in 2016 |
Plan for 2017 |
Quiz |
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Living room |
||
Loud reading |
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Library Day |
||
information day |
||
Discussion forms (debate, dispute, discussion, etc.) |
||
Game (intellectual, cognitive, informina) |
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Conference |
||
Round table |
||
Literary and musical compositions |
||
literary court |
||
Theme week |
||
theme day |
||
Book discussion |
||
Olympics |
||
Field of Dreams |
||
Holiday in the library (holidays, matinees) |
||
Publication presentation |
||
Press conference |
||
memory lesson |
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Extracurricular reading lesson |
||
oral journal |
||
The festival |
||
library hour |
||
Excursion to the library |
||
creative workshop |
||
Exhibition of creative works |
||
theatrical performance |
||
slide program presentation, video lectures, video report, virtual journey |
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benefit (artist, writer, poet) |
||
questioning |
||
photo exhibition |
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lit.cruise, travel |
- priority areas of work of libraries (the most interesting, productive, significant events, etc.)
Main areas of work with readers
Formation of high civil and patriotic consciousness.
Popularization of the state symbols of Russia.
Name of the event |
Forms of work |
Deadline |
responsible |
|
Visual forms: |
||||
"They were honored to touch victory" |
exposition about countrymen-heroes |
during the year |
||
“The Russian flag was given to us by fate” |
vyst-review |
Art. ab. dB |
||
“Oh, roads, dust and fog…” |
||||
"Russian banner, vivat!" |
||||
“The earth woke up with his name” - about Y. Gagarin. |
vyst-portrait |
|||
"In unity - strength" - to the day of national unity |
||||
"Space Wind" |
vyst. -review |
|||
“How good are the days under a peaceful sky!” |
display of drawings |
|||
"The Vast Expanses of the Universe" |
||||
"Roads of War" |
photo exposure |
|||
vyst- review |
||||
Public events: |
||||
Now, an academician, now a hero, now a navigator, now a carpenter ”- about the reforms of Peter I |
history hour |
|||
"The great reformer - P. Stolypin" |
historical portrait |
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"History and lessons of October" to the 100th anniversary of the October Revolution |
excursion into history |
|||
"Three symbols against the background of history" - to the day of Russia. |
slide travel |
|||
“I will not get tired of protecting Russia” (to the Day of Russia) |
citizenship lesson. |
|||
"Stories about the Russian feat" |
gr.reading stories by S.P. Alekseeva |
|||
requiem evening |
||||
"And cruel and terrible, there was a war in the Motherland" |
lesson in courage |
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“A slender line of pioneers, this is our friendly detachment” (on the occasion of the 95th anniversary of the pioneer organization) |
inf.-pos. hour |
|||
"Children of Wartime" |
hour of patriotism |
|||
"I'm with you, veteran!" |
action of good deeds |
September |
||
war book month |
||||
"We praise you, sons of the Fatherland" - Day of Heroes of the Fatherland |
lesson in courage |
|||
“The Motherland is proud of the brave Seagull, the girl’s name is Seagull” (V. Tereshkova) |
slide program |
Days of military glory
1. "Grandfather's medals”- Lesson of Courage for the 75th Anniversary of the Institution. medals "For the Defense of Leningrad", "For the Defense of Stalingrad"December, c/o
2. “We are all different, but the Motherland is one» - slide program. - to the day of Nar. Unity!”-November, b/w
3. "Heroes are not born"- Patriot. hour - to the day of the heroes of the Fatherland, art. subscription
four. " ... And the snow turned into ashes "- an hour of military memory - about the Battle of Stalingrad - February, f. No. 5
5.. “It’s not without reason that all of Russia remembers…” Poetic moment for the 205th anniversary of the Battle of Borodino - September, f.№15
6."Let's remember, brothers, the glory of Ross ..."-historical and literary lesson. september f. #21
7.“And Mother Russia will remember us!”- a lesson in glory - to the 205th anniversary of the Battle of Borodino - September, f. No. 19
eight." The feats of arms of our ancestors- historical hour - to the day of national unity f. #2
9.“Borodino, you are illuminated with glory!” - historical and poetic lesson September f. #17
10. "To the mortal battle for our land!"- lesson of patriotism - to the day of national unity November f. #5
11 "The epic novel "War and Peace"-literary-historical game -September f. #14
12 “And in every heart the heroes of the fallen names are not forgotten” (Day unknown soldier) share f. #16
13. "Glorious history great dates" Exhibition-calendar (during the year) f. #4
14 "Sons of the Fatherland who liberated Russia" - historical cruise November, f. #18
fifteen. " City of great courage- video report about the siege of Leningrad - January f. #11
16 "To the mortal battle for our land!": The Patriotic War of 1812"- book. exhibition f. №2 - the whole period
17. " Your feat is holy, heroes of the Fatherland! exhibition-memory - to the 205th anniversary of the battle of Borodino - July, f.№17
eighteen. " Your unforgettable image will keep our memory…”- video gallery of portraits of the heroes of the Patriotic War of 1812 - f. #4
19. "Snowy, memorable February" patriotic hour - about the Battle of Stalingrad f. #22
20. "Letter to an Unknown Soldier" - oral journal for the day of the unknown soldier. december, f. #20
21. "Milestones of Memory and Glory"- to the 75th anniversary of the counter-offensive of the Soviet troops near Stalingrad November, f. #7
22."The strength of Russia is in the unity of peoples" ist. hour f. #1
1. "There, someone's dreams are blown up"- conversation-requiem September, subscription. b/w.
3. "Terrorism is the death of the living"- hour of conversation #22
4 "We have one sky"-slide-conversation. No. 20.
5. "... And the rain cries with cold tears"- memory lesson f. #18
6. “How it smelled of burning, pain and longing…”- hour of memory f. #14
7. "Beslan in my destiny"-hour-requiem f. #17
8. "Terrorism. I am warned" - Classroom hour f. #7
9. "The name of the tragedy is Beslan"- informational video hour f. #21
10. "Terrorism has no borders"- civics lesson f. No. 4.
11. "Terrorism is a threat to society"- conversation with presentation f. #18
Moral and social orientation
Name of the event |
Forms of work |
Deadline |
responsible |
||
Visual forms: |
|||||
"My mum" |
vyst. rice. |
||||
"Mobile Etiquette" |
|||||
"Reading for Mind and Heart" |
all period |
||||
"School of Polite Sciences" |
vys.-review |
||||
"Life is worth living!" |
vys.-dialogue |
||||
Light under the book cover |
vyst- review |
||||
"Mother's day" |
poster |
||||
Public events |
|||||
"Old age must be respected" |
|||||
"Say a kind word to me" |
kindness lesson |
Art. ab. DB |
|||
“Friendship strong will not break…!” |
hour of communication |
||||
"Don't rush to say goodbye to childhood" |
theatrical represent |
||||
“Today is a holiday for the girls ...!” |
holiday- |
||||
"On a cheerful wave" |
lit. game based on the books of children's writers-anniversaries |
||||
"Etiquette gives the answer" |
etiquette lesson |
||||
"Long live courtesy and kindness!" |
friendship holiday |
||||
"It's in the hat, or once again about friendship" |
slide talk |
||||
"There is a good world in every person" |
politeness lesson |
||||
"Let's Talk About Morality" |
round table |
||||
"Etiquette is a code of good manners" |
lesson - game |
||||
one." Let kindness increase in the world "- good days promotion - december, season ticket, b/w
2. "Happy childhood"- game program. f.№21
3. "Warm with the warmth of your soul" hour of conversation. f.№22
four. " Under the open umbrella of health" game slide program №7
5. "World of Special Childhood" review-conversation f.№4
6. "Let's warm each other with a kind word!"- hour of kindness f.№19
7. "Creativity Against Illness" - Master Class for the manufacture of New Year's toys f.№15
8. "Mercy is the response of the soul"- politeness lesson f.№14
9. “And I would like to be very strong…”- an hour of frank conversation f.№9
10."Extraordinary People - Ordinary Life"-hour of morality f.№17
11. "There are many of us, we are all different" - slide presentation f.№16
12. " Pass the good around"-gatherings (together with the House of Culture "Volna").
13 " Brook of mercy "- action f.№18
Mother's Day (last Sunday in November)
1. “We will forever glorify that woman whose name is Mother!” Lit. holiday - November, b/w
2. “Mom is like the sun, only one happens”- lit.. - poetic. composition f.№17
3. "Like a song sung in verse"- poetic. hour, pf. №21
4. “Mom, dear mother…!” Lit.-Music. living room f.№9
5. " What a beautiful word - MOM "- holiday of mothers and children f.№23
6.« Mom dear, dear!-lit.- creative hour f.№18
7. " Mom's smile warms us"- holiday program f.№15
8. “MAMA is an expensive word!”- holiday program f.№20
9. "Everything on earth from mother's hands" family holiday. prog. f.№7
10. "Come on, friends, let's talk about mom"- literary - poetic program f.№10
11.“Mom - the beginning of my life” - matinee f.№1
12.“Poems for my beloved mother”- holiday f.№16
13. " Mother's Day, Mother's Day-family holiday in the library f.№4
14.“We will draw a holiday for mom”- exhibition of children's drawings f.№22
15. “No, her sweeter, kinder for any of the children” lit. poetic hour f.№2
16." Matinee "The warmth of your hands the light of your eyes" 3-4kl f.№18
Formation of legal culture
Name of the event |
Forms of work |
Deadline |
responsible |
|
Exhibition activity |
||||
“For Children about Law” (a series of books by P. Astakhov) |
vys.-conversation |
Art. subscriber |
||
"Rights of the Child" |
all period |
|||
"The ABC of safe traffic" |
poster |
|||
"Teenager - Rights and Responsibility" |
vyst. -conversation |
|||
"Red, yellow, green." |
vys.fig. about d/d rules |
|||
"The right to live in harmony" |
vyst-review |
|||
"School of safety" about the rules of d / d |
vys.- overview |
|||
“Read, think, choose!” |
||||
"Laws That Protect Us" |
vys.-informina |
|||
"Laws Written for You" |
vys.-conversation |
|||
Public events |
||||
"Your safety is in your hands" |
legal hour |
|||
“We comply with the laws, and we know our rights” |
Law Connoisseurs Tournament |
Art. subscriber |
||
"You have to be a citizen!" - |
auction of connoisseurs of law |
|||
“We have to live! We have to choose!” |
right hour |
|||
"Our state is our country" - |
legal digression |
|||
"I respect the law!" |
morning lesson |
|||
“You are a citizen, which means…” |
legal educational program |
|||
“I want to be a politician…!” |
game lesson |
|||
"Responsibility is serious" |
round table |
|||
"To the Library for Law" |
legal quiz |
Development of tolerance and interethnic communication of people
Name of the event |
Forms of work |
Deadline |
responsible |
|
Visual forms of work: |
||||
"We are one!" |
vys.- overview |
|||
"Together with the book to peace and harmony" |
vys.-conversation |
|||
"Different children on the same planet" |
vyst. posters |
|||
"Books from Far Away" |
ex.-journey |
September |
||
"We have one sky above our heads" |
vyst. drawings |
|||
"One Hundred Nations - One Family" |
illustrations vyst. |
|||
"Unity of Dissimilar" |
vyst. -review |
|||
"In the word WE - a hundred thousand I" |
vys.-conversation |
|||
"Different children on our planet" |
vyst. drawings |
|||
Public events |
||||
"Children of the whole earth are friends" |
creative lit. the game. |
|||
"We are all so different" |
conversation game |
|||
"We are together - this is our strength!" |
game lesson |
|||
“So let’s have a big round dance…!”. |
matinee |
|||
“We have a single planet…” |
friendship lesson |
|||
"Visiting the samovar" |
folk culture hour |
|||
"Be friends, children, of the whole earth!" - |
slide conversation |
|||
“Tolerance today is peace forever!” |
hour of communication |
|||
"Let's join hands, friends!" |
hour of kindness |
|||
"Doors are open for friends" |
inform.-quiz |
|||
"Whatever the people, then the custom" |
field of wonders-game |
Local history activities of libraries
Name of the event |
Forms of work |
Time spending |
Responsible |
||
Exhibition activity |
|||||
"My pride - Novosibirsk region»- to the 80th anniversary of the NSO |
vyst. drawings |
September |
|||
"Our district on the map of the region" - to the 80th anniversary of the NSO |
Wirth. book. vyst. |
during the year |
|||
"This is a proud word - Siberia" |
high - panorama |
during the year |
|||
"My region is the family of all peoples" |
inform. stand |
during a year |
|||
"Our region-80" |
inform. stand |
during the year |
|||
"Siberia, Siberia is the beauty of Russia" to the 80th anniversary of the Novosibirsk region |
vyst. paintings sib. artistic |
during the year |
|||
My region - the fate of my main Pier - to the 80th anniversary of the region |
exhibition - vernissage |
||||
“Here it is, dear side!” |
photo exhibition |
||||
"Hymn to the Siberian book!" |
month of the Siberian book |
September |
|||
"Our region, nature and us" - to the 80th anniversary of the NSO |
vyst- review |
||||
"Generous with talents native side" |
tv exhibition. works of folk craftsmen |
||||
“Our land in verse and prose” |
vyst- review |
during the year |
|||
"Siberian Ark" (70th anniversary of the Novosibirsk Zoo) |
exposure-exposure |
||||
Public events |
|||||
“About the land where you were born!” |
poetic ball |
||||
"Compatriots of our village" |
journey story |
September |
Art. subscription |
||
“There is a village in the vastness of Russia!” |
history local historian. lesson |
||||
"Novosibirsk region in poetry and prose" |
bibliographic panorama |
||||
About the world and the house where we live" |
local historian-gatherings |
||||
"Grandfather's lessons - Local lore |
local history hour. |
||||
"Do you know your area?" |
local historian. serpentine |
||||
"Tales living in Siberia" - |
|||||
"My main city is Novosibirsk" - to the 80th anniversary of the region |
video walk |
||||
“Russia is strong in the depths!” |
lit. - local historian. cruise |
||||
"Testaments of the Good Old" |
excursion to the rural area |
||||
"Pages of Siberian poetry" - poetic. mound. - to the 80th anniversary of the region |
lit. -poet. evening |
||||
“Happy anniversary, dear region!” |
local historian. program |
September |
|||
"... and beat the enemy in Siberian" |
history lesson |
||||
Raising love for native culture, literature and language.
Name Events |
Forms of work |
Time spending |
Responsible |
|
Visual forms of work |
||||
“Russia has found everything in him” - the 180th anniversary of the death of A.S. Pushkin |
vyst.-portrait |
|||
"Know the Writer" |
vyst.-silhouette |
July |
Art. ab |
|
"Big secret for a small company" |
||||
"Anniversary Necklace" - a calendar of children's writers-anniversaries |
ex.- calendar |
all period |
||
"Favorite books blooming glade" |
vys.- overview |
|||
“Language is a living connection of times” |
||||
"Land of the Looking Glass" |
drawings |
|||
"Classic is always in fashion" |
classical lit. |
|||
"Literary Podium" |
vyst. new books |
|||
“Forever the same, forever new…” (to Pushkin day and Russian Language Day) |
vys.- overview |
|||
"The power of a word" |
||||
"For study and leisure - the book is the best friend" |
vyst. -conversation |
September |
||
"Hot Ten: Readers Suggest" |
vyst. -advice |
|||
"Nightingale of Russian poetry" - to the Day of memory of A. S. Pushkin |
vys.-review |
|||
"A book is a small life" |
vys.-conversation |
|||
"Book of the hero of the day or happy birthday book" |
||||
Public events |
||||
"Fly, fly, petal" |
fantasy lesson 120 years since birth. Kataeva V |
|||
"The magic word of V. Oseeva" |
loud reading with discussion. |
|||
"The charm of a folk tale" |
lit. vernissage |
|||
“Point, period, comma…!” |
Russian language lesson |
from september |
||
“Classic at every turn” |
||||
“Native language, how beautiful you are!” |
inf.-game hour |
|||
Astrid Lindgren and her books |
creative portrait |
|||
"Keeper of the secrets of the ages, my tongue" |
September |
|||
"Magic Garden of Aksakov" - to the 200th anniversary of the storyteller |
lit. vernissage |
|||
“The Incredible Adventures of Pinocchio or “First Graders are Allowed!” |
holiday - dedication of first graders 1 class. |
September |
||
"Romantic of a very special warehouse" - to the 125th anniversary of K. Paustovsky |
conversation - overview |
|||
"Mature talent, young enthusiasm" - B. Zhitkov |
lit. cruise |
September |
||
"The city that built Marshak" to the 130th anniversary of S. Marshak |
lit.-poetic round the world |
|||
"For good through the books of Chukovsky" - to the 135th anniversary of the writer. |
matinee |
|||
“What I heard in a telegram from Paustovsky” |
loud reading |
|||
“Come up with a slogan-chant “Book + Library + Me” |
1. "The gift of the Slavic enlighteners" - ist. culture lesson ab. dB
2. “And manners and languages and holy old times” inf.-historical lesson f. #5
3. “The light of reason shone over the Russian state”- educational lesson. f. #21
4. “The deeds of Methodius and Cyril in the Slavs will live for centuries"- hour ist. #22
5. “Whoever knows Az da Buki, books are in his hands” educational game software #6
6. "Gift of Cyril and Methodius"- Conversation - review. #1
7. "... And there were words of a wondrous beginning"- those. slide lesson f. #7
8. “It all started with a tablet, scroll, birch bark”-East. excursus f.№4
9. "Words are precious treasures"- info-game program f.№20
10. “It all started with a scroll, tablet, birch bark”- ist. cruise f.№11
Children's Book Week of the Children's Library
"To ecology through a book"
event title |
Conduct form |
Time spending |
responsible |
|
"Nature Writers" |
presentation |
st subscription |
||
"Forest incidents" to the 125th anniversary of K. Paustovsky |
lit.. minute, quiz |
ml. subscription |
||
"Listopadnichek" for the 125th anniversary of Sokolov-Mikitov |
loud reading |
ml. subscription |
||
"Behind the feather of the blue bird" |
ecologist. game by N. Sladkov |
|||
"This forest is full of fairy tales and wonders" |
Journey through I. Tokmakova |
Library Night (April)
1. “Take care of your planet, because there is no other like it!” Eco-marathon f. #4
2. "Evening trip to a fairy tale" f. #18
3. "Rus folk tunes" f.№20
Knowledge Day
1.'There, someone's dreams are blown» -Day of solidarity in the fight against terrorism - ab.D. b.
2.“A cheerful bell calls for a lesson”-lit. holiday. f. #15
3.“The Journey of a First Grader”- holiday program, 1 class. f. #17
4 “I would go to excellent students ...” Game holiday - together with the House of Culture "Volna" f.№20
5. "Merry alphabet"-Hour of the literate f.№4
6."Scroll through us, read us, and we will teach you everything" lit. travel through your favorite pages. f. #1
7. "Russian antiquity" - excursion hour with. Shagalovo "- 1 class. f.№18
Aesthetic and creative development personalities
Name of the event |
Work form |
Deadline |
responsible |
|
Exhibition activity |
||||
"The world through the eyes of Aivazovsky" |
vyst. -paintings |
Art. subscription |
||
"The Poet of Nature" -185 years of I. Shishkin |
vyst. -exposure |
|||
"Bogatyr fun" |
holiday |
|||
"Bookshelf for daughter and mother" |
vys.- advice |
all period |
||
"Singer of the Sea" - to the 200th anniversary of Aivozovsky I.K. |
vyst. ill.hood. |
|||
"Folk holidays in Russia" |
||||
"Pavel Tretyakov and his gallery" |
vyst. -portrait |
|||
"Jack of all trades" |
vys.creative works |
|||
"At Leisure About Art" |
vyst. -review |
|||
"To create goodness and beauty" |
high exposure |
|||
Public events |
||||
"Gold autumn" |
lit.holiday with ale. games |
|||
"Forest hero" (185 years of I. Shishkin) |
||||
"School of Good Manners" |
evening of aesthetics |
|||
"Poetry in colors" to the 200th anniversary of Aivozovsky I.K. |
slide talk |
|||
"Gift for Mom, Grandmother" |
creative workshop |
|||
"Wonderful World of Flowers" |
hour of manual labor |
|||
"Flowers for dear and beloved mothers" |
creative hour-fantasy |
|||
"Good through beauty" |
inf.-creative. occupation |
|||
"How the Gallery Began" |
art hour |
Environmental education.
The Year of Ecology in Libraries will be held under the motto:
“On this Earth to live for me and you!”
Name of the event |
Work form |
Deadline |
responsible |
|
Exhibition activity |
||||
"Forest houses" |
||||
"Flowers - the beginning of earthly beauty" |
bouquet parade |
|||
"Boundless expanse of the ocean" |
vys.- overview |
|||
"Listen: nature speaks" |
voicing. |
all period |
||
"Ecology and life: look around" |
exhibition-collage |
|||
“We want nature not to suffer from the people!” |
eco poster competition |
|||
"There is no autumn foliage more beautiful" |
vyst. rice. |
September |
||
"Always bloom, my Earth!" |
||||
"In the holy abode of nature" |
vyst. - review |
all period |
||
"Nature's bated breath" |
photo exhibition |
all period |
||
"Monuments of nature" (On protected areas of the Novosibirsk region) to the 80th anniversary of the NSO |
eco-high- overview |
|||
“How can we not love this Earth!” |
vyst. -Delight |
|||
"Environmental round the world" |
vyst. -crossword |
|||
Public events |
||||
"Meet the birds with love!" |
||||
“And we are given one planet for all, the fragile Earth” |
oral journal |
|||
"Eco - Library" |
Action for the All-Russian Day of Libraries |
|||
“There are many beautiful and different plants” |
cognizant. occupation |
|||
“The symbol of life on Earth is water” |
cognitive eco-hour |
|||
“We read smart books and respect nature” |
literary walk in the woods |
|||
“We want the birds to sing and dew on the berries!” |
environmental action |
|||
“So that the Sun shines!” - to the day of the sun. |
eco-action |
|||
“The more we extinguish fires, it is easier to prevent them” |
ecologist. the game |
|||
"In the toad kingdom, the frog state" |
lit.- eco-travel |
|||
"Trills pour among the branches" |
eco holiday |
|||
"The Enchanted World of Butterflies" |
presentation |
|||
"About tailed and mustachioed" |
animal travel |
|||
“On a visit to the Minister of Ecology. |
travel |
|||
"We are your friends, nature!" |
cognizant. eco game |
|||
“What have you done to make it cleaner?”, “Become the general of your court!” |
Guiding young people to choose a profession
Name of the event |
Work form |
Deadline |
responsible |
|
Exhibition activity |
||||
"Choice of profession - maturity exam" |
st.bonem. |
|||
"Such necessary professions" |
vyst. advice |
|||
"Crossroads of Professions" |
vys.-review |
|||
"Professional success through the book" |
||||
"You and your future profession" |
||||
"On one of the 1000 roads |
vyst. conversation |
|||
“When we leave the schoolyard…!” |
vyst. -review |
|||
inform. stand. |
||||
"All professions are important" |
recommend. list |
|||
Public events |
||||
"Every profession is the most important" |
professional conversation |
|||
"The market dictates the profession" |
slide talk |
st.bonem. |
||
"In your hands the beginning of the road" |
poetic game library |
|||
“About different, necessary and important professions” |
trade fair |
|||
“And we are busy with work!” |
crafts festival |
|||
"Professional Views" |
business game |
|||
"Power rests on the workers" |
slide quiz |
|||
"Professions we choose" |
inform.games hour. |
|||
"Journey to the City of Masters" |
inf.-games. lesson |
|||
"My dream is to be..." |
role-playing game |
Measures aimed at preventing asocial phenomena (drug addiction, alcoholism, smoking). Promoting a healthy lifestyle.
Name of the event |
Forms of work |
Deadline |
responsible |
|
Exhibition activity |
||||
“Our choice is a world without drugs!” |
vyst. -call |
Art. subscriber |
||
"Keys to Health" |
vyst-review |
|||
"Grow healthy!" |
ex-council |
|||
"Book and sport - moving forward!" |
vys.-conversation |
|||
“Say NO to bad habits!” |
ex-council |
|||
"Subscription to the country of health" |
ex-view |
|||
"Never get sick" |
||||
"I'm on friendly terms with health!" |
illustration |
|||
Public events |
||||
"In the country of healthy people: your daily routine and your good habits" |
busy health lesson |
ml. subscriber |
||
"Long live fragrant soap!" |
health change |
ml. subscriber |
||
"If you want to be healthy" |
brain ring |
September |
||
"Journey to the Planet - Health" |
hour of health |
|||
"Meet Hygiene" |
health lesson |
September |
||
"The Temptation of Curiosity" |
slide talk |
|||
"He who smokes tobacco is his own enemy" |
informal game lesson |
|||
"Truths and lies about alcohol" |
||||
"You're in Trouble" |
A series of conversations about the dangers of drugs |
October December |
Book and family. Formation of a culture of family relations.
Name of the event |
Forms of work |
Deadline |
responsible |
|
Exhibition activity |
||||
“Dad, mom, I am a book family” |
||||
"Our respect for family reading" |
vyst. -review |
|||
"Family is the beginning of all beginnings" |
illustrations vyst. |
|||
“How our family knows how to relax!” |
vys.fig. |
|||
"Evening in my family" |
Exhibition |
|||
"Family in Russia" |
exhibition-history |
|||
Public events |
||||
“Read! You will not regret!" |
story game |
September |
||
“The crown of all values is the family” |
slide talk |
|||
"Big World of Books for the Whole Family" |
information hour |
|||
“Family is so much in this word…” |
||||
"Family Reading Brings Generations Together" |
slide conversation |
|||
"Family to the Library" |
||||
"By the family fireplace" |
family holiday |
|||
"The most friendly family" |
family game program |
|||
"At leisure on a winter evening" |
family gatherings |
|||
What family are we from? |
round table |
1. "Peter and Fevronia: love stronger than death» -slide-conversation-f №22
2. “But we still know how to love!” conversation f.№1
3.“Glorified and crowned in heaven”- video cognition. hour f.№17
4. "Keep each other at all times..."- topics. hour - f.№18
5. "Love and Faith Pattern"- holiday f.№7
6. “What could be more precious than a family?”-holiday - f.№19
7. "Once upon a time there was a family"- drawing competition - f.№4
eight." Give daisies to your loved ones "- festive program f.№15
1. "Faith, Hope, Love and Sophia..." Hour of morality f.№4
2."With Faith, Hope, Love" view hour. f.№ 20
3."Faith, Hope, Love - a tragic fate" slide presentation. f.№ 22
- participation in regional, regional, all-Russian events (Professional competitions and organization of work with readers in competitions and other events of the regional, regional, all-Russian levels, etc. ATTENTION, indicate the organizer of the event!)
“Appendix to the report -2017” Regional competition 01.02 –27.09 ODB
“Children's Library in the Information Society: New Strategies and Practices” Regional Seminar 26-27.09 ODB
International events:
● action “Bookmarks” (International Association
school libraries) - October
All-Russian events:
● “Biblionight” action (Ministry of Culture) - April
● Recitation contest “Live Classics” (Live Classics Foundation) -
● “Positive Content” contest - November
Interregional events:
● action “Reading to children about the war” (Samara ODB) - May
- the work of hobby groups and clubs (age category, direction of work, the most interesting, productive events)
In MKU Kochenivska CLS with children there are 21 clubs of interest:
5 clubs in ecology: "Rodnik" -d.b., "Listopadnichek" - f No. 22, "Rosinka" - f. No. 18, "Berendei" fil. №5 "Rostok" №15
Family reading 6 clubs: "Sunflowers" -d.b, "Bibliomalyshki" -f No. 8
"Rastishka" -f No. 4, Club-Theatre- Fairy Tale "ChiV" -f No. 4, "Klepaman" - No. 5
“Harmony” - f№ 11
Clubs of reading lovers 7 clubs: “Skazochnik-d.b.”, “Key” - No. 8
"Candle" f. No. 9, “In the family circle” - f No. 9, “Teremok” - f No. 9, “Literary porch” f. No. 20 “Read it” f No. 16
Historical club: "Memory" - f.№19
Etiquette - Club: "Smile" - f. #11
Theatre-book: “Smile” f№25
All clubs have their own developed work plan for 2017.
Informatization and electronic resources
- Improving the ICT of library specialists, WORKING WITH CHILDREN, including rural and school librarians(in person, remotely)
- Educational program "Open University of Siberia - for children" Remote workshops, webinars, a cycle of video reviews of new children's literature February-October - ODB
- Planning and reporting in 2018 Webinar for children's libraries in the region November ODB
- Design workshop remote workshop MO ODB
- Working with child readers to develop media and digital literacy (NEAR)(participation/organization in network events, contests, projects, programs, schools/clubs/circles, other forms of work)
Participate:
1. “I walk in my native land” Network action 15.01-15.02. (Novorossiysk rural library)
(Ubinskaya RB)
3 Preservation of the festive culture of the peoples of the Novosibirsk region Regional historical and local history action 01.02-30.05
4 “How I see my yard” Drawing competition 01.02-30.05 OJ ODB
5. “Hit parade of birds” Network action 01.03-01.04 (Reading Center of the Tver OUNB)
6 “Nature dear to the heart” Regional environmental competition 1.04-15.10 ODB
7. “Flower fantasies” Network campaign 1.06-15.09 (MIBS, Novokuznetsk)
8. "Door to summer" Regional competitive program of summer reading 1.06-01.10 ODB
9. “My home library” Research creative project 1.09-30.11 ODB
- Including - Children's Internet Safety (NEAR)(events, classes, bibliographic products, other).
The Children's Library will issue and issue:
- Book. vyst: "My friend is the INTERNET"
- Memo: "Rules for safe work on the Internet, for children"
Prepare and conduct:
- Lesson of information culture "Friendly Internet"
- Lesson of safe Internet "Danger on-Line"
- Campaign "Safety of children on the Internet"
- Representations DB/DO/DF in the Internet - own sites, blogs, pages on the Central Bank website, groups in social networks, etc. Their purpose, features, effectiveness.
We will post information about our activities on the pages of the MKU Kochenevsky CBS website - http://www site and WIKI http://wiki-sibiriada.ru , as well as post information about our activities on the pages of the Kochenevsky District Administration website http://www. kochenevo.nso.ru/
VKontakte groups "Kochenevskaya Youth Library No. 4" vk.kom/club66293793
Continue posting information in the Novomikhailovskaya Rural Library group on the Odnoklassniki network
Information and bibliographic work
Table 5
- Reference and bibliographic apparatus DB / DO / children's branch(alphabetical, systematic, electronic catalogs, file cabinets)
Continue to replenish the alphabetical and systematic catalogs with new cards. Maintain constant revision of catalogs. They will extract cards from the catalogs for written-off books.
The staff of the Children's Library will continue to work on entering bibliographic records into the automated library information system (ABIS) OPAC-Clobal.
- Fulfillment of inquiries and information requests.
Run in 2017 for the Children's Library 500 references.
Rural libraries -3200
- Provision of information and bibliographic services in virtual mode - no
- Bibliographic information: individual, group, mass (subscribers, topics of information, forms of mass information - exhibitions, reviews, days, weeks of information, reviews, etc.)
Organize exhibitions in the Children's Library:
"Book novelties alluring space"
"And we have new items!"
Reviews: "These magazines will tell about everything in the world"
"Winter's Tale" (review of literature about winter)
"Why is the fall of leaves in autumn?" (review of literature about autumn)
Days, weeks of information: "Around the world in a day" "Meet the new one!"
- inform the teaching staff of schools No. 1 and No. 13 about new receipts to help the school curriculum
In rural branches:
"News of the Printing Yard" |
information day |
|||
"Kaleidoscope of novelties" |
information day |
|||
"Cultural walks to the library" |
biblioexcursion |
|||
"Reverence for Reading" |
hour of information |
|||
"Books will open the door to the world of plants and animals" |
bibl. review |
September |
||
"Our favorite 54 region" |
local historian information day |
|||
"How Katya visited the book" |
- Formation of information and bibliographic culture (programs, lessons)
Prepare and conduct 6 library lessons for the Children's Library:
"Library is the home of your friends" - lesson excursion
"Welcome to the library"-excursion
· “Country of why” - a quiz lesson
«Journey into the world of catalogs and file cabinets»
· “Library reference fund: dictionaries, encyclopedias, reference books and the ability to work with them” training lesson
"Information self-service in the library" lesson practicum"
Library lessons will be held in all libraries of the system
- Publication of bibliographic aids for children
1. “Novosibirsk region. 80 years" - rec. pointer. Lysak M.S.
2. "Our area on the map of the region" - virtual rivers. index Kungurtseva E.V.
3. "Naturalist writers" rec. index - Stradetskaya N.E.
4. “Say NO to addictions!” - a series of booklets f.№4
5. Digest dedicated to the year of ecology - "Earth and people: Let's take care of the planet!" F. No. 21
6. Rec. list of references - "Let's save nature - save ourselves" f. No. 16
7. Memo for the reader - "Golden rules for a careful reader" f. No. 45. Bookmarks: Ecological calendar. About writers and poets. f.№11
8. Bibliographic calendar "Books of anniversaries - 2017" f. No. 16
9. "Baby's First Book" - rec. list of references f.№1
10. Rec. lists: for the Year of Ecology in Russia - "Live, nature!"
205th anniversary of the Victory in the Patriotic War of 1812. - "Field of Russian Glory" f.№18
Foundation work
1. Continue to keep the Book of Refusals
2. Work with reader debt to carry out with the help of phone calls, exits to the house, to school, as well as bypass sheets for school students.
3. Timely write off literature that is outdated in content or has become unusable.
4. Provide proper conditions for the storage of the book fund.
5. Carry out regularly redecorating literature.
6. Expand the book fund with exhibitions that are diverse in form and content;
7. Place the book fund comfortably for readers;
8. To study the book fund in order to compile lists for pre-acquisition of the fund.
9. Action "Days of forgiveness of the debtor"
10. Train users in the skills of working with reference publications and the library fund
11. Conduct individual and group conversations
12. Conduct individual consultations on SBA, acquaint readers with the rules for using AC, SC, SCS, EC
Methodical work
Full name and position of the person responsible for working with children in the district / city:
Dottay Irina Yurievna
Methodist for working with children
Kuznetsova Oksana Vladimirovna
Table 6. Key indicators of methodological work
Plan 2016 |
Completed 2016 |
Plan for 2017 |
|||
visits |
|||||
MBM total |
|||||
including electronic |
|||||
Consult. groups. |
|||||
Individual consultations. |
|||||
PC events |
|||||
Listeners |
Methodological support for the work of libraries to promote the book and guide reading for 2017.(list all major activities directed at children per district):
Literary and ecological marathon among the libraries of the district “Ecology in fiction”
Personnel management
- Staff development system DO/DB/DF(for example, “School of a young librarian”, “School of a picker”, etc.).- “
advanced training program for 2016-17 "Horizons of Growth"
H In order not to stay “on the sidelines” of progress and be in demand, the library should look for and master new areas of work. Librarians need to make virtual space and its inhabitants their allies. By what methods and methods can we attract users, what arguments should it put forward in its favor? We present the experience of one of the leading university libraries.
WHERE ARE OUR USERS?
Over the years, statistics have shown a decline in the level of user activity in terms of both library visits and book loans. And studies by the Levada Center claim that literally in a year the proportion of those who do not read books at all has increased from 34 to 45%. Losses amounted to 11% per year, despite different kind campaigns, the Program for the Support and Development of Reading, the serious work carried out by libraries to attract readers. Decreased interest in reading not only fiction, but also educational, scientific literature. The level of consumption of educational and scientific information on paper has dropped sharply. Even a modern general education school attaches importance not to the number of read works of domestic and foreign classics, but to the quick memorization of the most necessary information. A voluminous book for schoolchildren is replaced by its annotation on the Internet. Well, when the head is not crammed with "extra details", is it easier to walk through life?
Why do people stop visiting libraries? Even in pre-session weeks in university libraries, the occupancy of the halls leaves much to be desired. Students take books, quickly copy or photograph the desired text and disappear. Where are our users?
EVERYONE GOT ON THE INTERNET
The answer becomes obvious, one has only to look on the Internet and get acquainted with the information of various companies and the media. Thus, from the report of the monitoring company Pingdom for 2013, it follows that more than 80% of users around the world prefer to visit libraries virtually. The website planetasmi.ru quotes the Minister of Telecom and Mass Communications of Russia Nikolai Nikiforov: “Russia is one of the most active countries in terms of the pace of implementation and development of the Internet. This year the Russian segment of the Internet turned 20 years old. Its audience amounted to 68 million people, and 56 million users go online every day.”
In an interview with RAEC director Sergey Plugotarenko, published in the June issue of UK, it is noted: “Currently, Russia ranks eighth in the world in terms of Internet penetration, first in terms of user audience in Europe and sixth in the world. Russian is the second most common language on the Internet (W3techs - 2013) after Chinese ... More than half of the user audience considers the Internet as a medium for communication and personal communications. The Internet is no longer a tool, but a habitat.”
It turns out that everyone "gone to the Internet." The question arises: why go to the library if there is a global network?! But the Internet is an unordered "dump", a gigantic array of information, where not everyone will be able to find what they need. For any request, you get thousands of links, while nine out of ten are useless or unreliable. Nevertheless, if you ask a question to modern students, schoolchildren, what or who is the main source of information for them, the majority will answer "Internet" or "Google". And we want them to answer "library", "librarians".
What should be the library today that meets the needs of users of the 21st century?
MODERN LIBRARY MODEL
It seems that a modern library should provide:
· synthesis of electronic and traditional forms of work with information;
· a qualitatively different level of accessibility of all types of library resources for students and teachers of the university, as well as external users;
· qualified formation of actual funds;
· operational processing and classification of information;
· support for the reference apparatus and the library site;
· user training and consulting;
· virtualization of information and library services;
· monitoring the demand for information resources;
· the work of library staff in project network groups as consultants, moderators, curators of work with information flows.
Today's students and schoolchildren, and often young teachers, are not accustomed to reading thoughtfully, analyzing arrays of documents, magazines and books, preferring to make a request in a search engine and get a quick, albeit not entirely reliable, answer. They are not so much learning as they are consuming information. Well, if proven - one that can only be obtained in libraries.
Libraries need to virtualize as many services as possible to remain useful, interesting, and relevant.
Thus, a number of university libraries in Russia and the Republic of Belarus practice:
· creation and "promotion" of a high-quality library website as an integral part of the university portal, placement of links to the library website on the university portal;
· operational online help service, support for forums or library chats in social networks;
· complex formation of funds, additional staffing of paper publications with their electronic counterparts;
· creation of a "virtual showcase" of new books (scanning the cover, annotations and contents of new acquisitions with linking them to electronic catalogs);
· inclusion in the electronic catalog (EC) of a library of links to electronic books from own and external ELS and other subscription resources;
· binding to the disciplines of the departments of specialized ELS and electronic full-text resources (EPR);
· linking the EC to the educational and methodological complex of the discipline (EMCD) to facilitate the work of teachers when filling out the lists of references in work programs and EMCD;
· preparation for university accreditation - automated verification of lists in work programs and EMCD with the fund;
· automation of the calculation of the coefficient of book supply (KCO) with reference to the list of disciplines and EMCD;
· providing access to library resources from home PCs;
virtual exhibitions of new acquisitions and current topics with scans of book covers and content, virtual advertising of specialized resources from the library's collections:
· interactive courses of information competence of a specialist;
· virtual reports on the work of departments with a library with analysis and conclusions;
· long-term plans for the write-off and rotation of funds in relation to the departments, posted on the library website;
· interactive forms for ordering literature and subscription requests posted on the library website;
· regularly updated price lists of publishers, EBS and bookselling companies to familiarize teachers with new products and place an interactive purchase order or subscription in electronic form.
Feedback is required to track the effectiveness of the funds spent on acquisition and evaluate the work of new services. It is better if its individual elements are "transparent" and available on the library's website to everyone who is interested, first of all, to the administration and financial services of the university. Detailed statistics on the demand for EPR, its analysis and compliance with copyright protection will be required; automated statistics and analysis of the demand for resources on paper and other types of media in relation to disciplines and departments; automated statistics and analysis of user activity in relation to departments and institutes, with the inclusion of results in the ratings of departments and faculty (PPP).
TWO WAYS
The library can no longer and should not remain within its traditional framework. Nineties of the XX century. and the beginning of the XXI century. were the heyday of libraries not only in Russia, but throughout the world. Librarians developed and mastered the automation of technological processes, introduced ALIS and various services related to the development of new types and methods of replication, copying of documents and ensuring their safety. Then came the era of acquaintance with electronic full-text resources and their implementation, training in working with them and promotion of EPR to our users. To date, most Russian libraries went through various stages and levels of automation, modernization, integrated into the global information space and thought: "What's next?".
Then there are two ways. The first is to look for new areas of activity and points of application of intellectual resources. The second is self-admiration for what has been achieved, "resting on our laurels", stagnation and ... an outflow of readers, a reduction in funding and the closure of libraries "due to their lack of demand." This is exactly the situation that we are seeing at the present time.
I think it makes no sense to feel sorry for yourself and look for the causes of the crisis. It is necessary to choose the first path and develop, move, look for new solutions and opportunities for development. The main thing is to preserve libraries as a source of generational wisdom, culture and traditions of a civilized society, a source of information for every day.
STRUCTURAL CHANGES
In recent years, there has been a trend of globalization, the merger of enterprises, organizations and structures. Universities are no exception. And it seems that experiments on "enlargement" touched first of all libraries. Educational and scientific, information and library, library and publishing, information and publishing centers, departments or complexes have appeared in many universities of the country, successfully operating and fulfilling their tasks. Such structures are organized at the Siberian Federal University, St. Petersburg Polytechnic University, Peoples' Friendship University of Russia and many other universities of the country.
Often the result of these transformations is that the library becomes one of the elements of the new structure, i.e. reassignment takes place. Now there is an intermediate link between the supervising vice-rector and the director of the library - the head of that very new structure. This leads to an increase in the time for passing and coordinating documents, invoices, etc. In general, the functions and methods of the library work remain the same. And if so, the meaning of such a reorganization and the transformation of the library from the leading and independent division of the university into a part of some artificial structure is incomprehensible.
There is another option for reorganizing and expanding the activities of the library: not to merge into the structure, but to absorb other services, activities of departments that are more or less similar in functionality, while retaining the library itself and a team of qualified specialists who can work with large amounts of information. In this situation, there is a reason to talk about new functions of the library, which were not characteristic of it before, or about the development of new areas of activity that meet the requirements of the time.
Since April 1, 2013, the VSUES library has been transformed into the RIAC - a resource information and analytical center. A concept for the development of the library has been prepared, a strategy and tactics for further actions have been developed, including the following main provisions.
STRATEGY AND TACTICS RIAC VSUES
· Strengthening the role of the library with a shift in emphasis in the student training system: reducing the number of classroom hours, increasing the volume of independent work with information.
· Creation of a unified information managed environment that provides integrated access to an expanded set of information services, regardless of the location of the source material, its format and the nature of the repository in which the material is located.
· Ensuring maximum user access to library collections, creating a free access zone on the territory of reading rooms and book depositories.
· Complex processing of documents and provision of all types of information sources from a "single point" - a "single window" service.
· Centralized acquisition, unified control, analysis, planning and accounting of information resources for all structures and branches of the university.
· Placement on the platform of one of the existing ELS of the works of the teaching staff of the university - the creation of the ELS of VSUES, which will reduce the cost of registering its own ELS and provide a set of necessary criteria, promotion and advertising of publications in Russian and foreign markets, increasing the rating of the university and its authors.
· Monitoring of the citation index and publication activity of teaching staff as an integral element of the rating of departments and teaching staff.
· Placement on the library website of information for teaching staff about the plans and timing of the publication of the manuscript, the demand for the publication in the university and in the external environment.
· Regular interactive learning and consulting for all categories of users.
· Organization of training, consulting on the developed e-learning courses, creation of an EER base - e-learning resources of the university.
· Integration of EER into the educational environment of the university, monitoring and analysis of the use of the new product.
· Monitoring the methodological support of the educational process of the university, issuing conclusions and recommendations in the preparation of plans-prospects for the publication of the teaching staff's works.
· Active cooperation with the EMC, educational and methodological councils (EMC) of institutes, faculties, schools, publishing houses, the formation of instructions for departments in the field of methodological support.
· Coordination of the work of the institute of referents (subscribing to periodicals and EPR, applications for ordering books and writing off, forming a template, etc.).
· Integration of the evaluation of the results of the work of referents during the academic year in the rating of the department and the personal rating of the teaching staff.
· Automated statistics, monitoring and analysis of the use of library resources with the inclusion in the rating of the department and teaching staff of the results in the following areas:
Demand for students of printed publications from the library fund in the areas of the department;
Demand for teachers of printed publications in the areas of the department;
The use of teaching staff and students of EPR, EBS provided by the VSUES library.
· Organization of a consulting service that helps to increase the publication activity of authors, placement of university publications on the platforms of EBS and publishing houses with the conclusion of legitimate copyright agreements.
· Inclusion in the program of the training center of the library of the course "New directions in the work of the library of the university."
Mastering new forms, methods and functions requires new knowledge and competencies. Therefore, the concept provides for a program to improve the skills of employees who master new areas of activity in the field of information and methodological support for the educational and scientific processes of the university.
Our main achievement is that we managed to keep our team, the atmosphere of creativity and mutual support. Having fundamentally reworked the structure of the library and the staffing table, we left the traditional key services and departments, including the department for acquisition and scientific processing of resources, and reading rooms.
A new department was created, which included the service department, the department for advertising library resources, the department for maintenance and support of ABIS.
The information and bibliographic department was transformed into an information and analytical department with a significant expansion and change in functions. In particular, this is cooperation with the EMC and editorial and publishing councils (RIS), a consulting service for supporting and promoting printed articles and other printed publications of the teaching staff of VSUES.
The RIAC included services that were previously completely uncharacteristic of libraries, namely the service for monitoring the assessment of students' knowledge, the organization of testing applicants, and the department for the creation of EER. In addition, the functions of monitoring the methodological support of the educational process were transferred to us.
RESULTS OF MODERNIZATION
As the main results of the reorganization, one can already note the increase in the status and role of the library in educational activities, as well as more complete control over all types of information resources of the university.
Thus, the lists of references in the work programs and EMCD are brought into line with the library collections. The library prepares auctions, spends a lot of money buying new textbooks (including at the request of teachers), and advertises them in all sorts of ways. Previously, teachers thanked and ... recommended completely different books in programs and manuals: those that are at hand, or those that are used to, as well as their lecture courses, presentations posted on the site, to increase their own rating. Today this process is under the control of the library.
It should be noted that it became possible to influence the publication and republishing teaching aids which are lacking in our funds. This result was ensured by the expansion of the library's powers: monitoring of the EMCD, the formation of instructions for the departments, participation in the work of RIS, EMC, EMC of institutes.
Another important achievement is the convergence of all types of resources available at the university and their management from a “single access point”. Previously e-courses, presentations, tests and other products of the university publishing house, as well as the works of teachers, were controlled by departments reporting to different vice-rectors. The work was carried out inconsistently and was ineffective, and the digital materials themselves were not ordered and described according to the rules, which significantly hampered their search and work with files.
The library has the opportunity to participate in the development and implementation of the most innovative methods and methods of teaching in the field of e-education. We participate in the preparation of the concept of e-learning development at the university, standards, regulations on the criteria for accepted courses, etc. The library is responsible for organizing teaching staff the basics of developing EER, advising on the creation and implementation of a collection of a new type of educational materials in the educational process with their inclusion in resources of the RIAC, placement and monitoring of materials for testing, organization of all types of testing of knowledge of applicants and students.
A very significant achievement of the reorganization was the doubling of the salary of each employee.
How librarians can fit into the new living conditions, meet the requirements and demands of modern users, change their worldview and forms of work, determines their place in the future information world.
The information society requires high-class specialists. The mission of professionals working with information is to always be a little bit ahead, learn new things and teach others.
AuthorTatyana Vladimirovna GREHOVA, PhD in History, Director of the Resource and Informationanalytical center of Vladivostok state university economy and service
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FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
"CHELYABINSK STATE ACADEMY OF CULTURE AND ARTS"
INSTITUTE OF CORRESPONDENCE TRAINING
Department of Library and Information Activities
FINAL QUALIFICATION WORK
CHILDREN'S LIBRARY AT THE PRESENT STAGE OF DEVELOPMENT
specialty 071201 Library and information activities
Completed by: Dosshanova G.S.
Head: Fedosenko G.F.
CHELYABINSK 2012
Introduction
Chapter 1. The place and role of the children's library in the system of library services for children
1.1 Typological features of children's libraries
1.2 Functions of the children's library
1.3 The development of reading as the basic direction of the work of the children's library
Chapter 2. History and current state of the network of children's libraries
2.1 The history of the formation of a network of children's libraries in Russia
2.2 Current state and problems of development of children's libraries
Chapter 3
3.1 Characteristics of the Karabalyk RDB
3.2 Forms and directions of work of the Karabalyk RCH
3.3 Public relations
Conclusion
List of used literature
Application
Introduction
Relevance of the theme of the VKRS.
Children all over the world, including in our country, are beginning to be recognized as the greatest value. This group of the population has its own pronounced specific features of development associated with gender, age, psychological and social differences. The main principle of the socio-cultural policy towards children, and hence their library services, is the maximum possible differentiation of measures that take into account these characteristics and contribute to the social adaptation of children to society. Library services for children make a significant contribution to the socialization of the child's personality, to his inculturation (N.L. Golubeva's term), that is, entry into culture.
Library services for children are carried out by libraries of cultural management bodies at all levels: public, specialized children's and even partly regional universal libraries. There is a huge network of libraries of general education schools, lyceums, gymnasiums. In general, child readers make up 33-35% of the total number of users of all libraries, and in rural areas their share reaches 40-45%.
An analysis of the effectiveness of these libraries in providing and supporting children's reading leads to the conclusion that their demand is growing. Over the past five years, they have gradually turned into an open system, actively cooperating with many state and public organizations.
In this paper, a number of specific, rather little studied issues regarding children's libraries and services for children are considered.
In this way, the relevance of the work performed is to study the activities of children's libraries in modern world.
Object of study is a children's library of all kinds and departments.
Subject of study- development of children's libraries at the present stage.
The purpose of the study is the study of the process of formation and development of the children's library as a cultural institution.
To achieve the goal of the WRC, it is necessary to solve the following tasks:
1) consider the historical process of the emergence of children's libraries;
2) to study the essence of the activities of the children's library, in particular, the goals, objectives, principles, methods, functions of work, the structure of the library;
3) analyze the activities of a modern children's library as a cultural institution using specific examples;
4) to analyze the work of the Karabalyk RCH (Kazakhstan, Kostanay region, Karabalyk village) and, based on the information received, make their proposals for improving the activities of the RCH.
The source base of the study was the works of leading scientists, practitioners of library and information, book business, teachers of higher educational institutions, educational and reference publications, collections of scientific and practical works, materials of scientific and scientific-practical conferences, publications in professional periodicals, as well as official and archival documents.
Legislative acts, statistical materials, textbooks and articles from periodicals were used to write the VKRS.
The study and analysis of official documents made it possible to trace the dynamics of the development of children's libraries, the main activities of children's libraries. Has been researched normative base activities of children's libraries in both Russia and the Republic of Kazakhstan: laws, by-laws, regulations, materials on librarianship, etc.
Characterization of the degree of development of the problem under study in the professional literature.
The children's library, characterized by a variety of processes taking place in it, which is a complex social system, is traditionally the object of close attention of a wide range of specialists: librarians, bibliographers, teachers, psychologists, historians, philologists, culturologists, etc. This is evidenced by the monographs that have appeared in various fields of knowledge. , dissertation research, articles and other materials.
Domestic historiography of children's libraries is represented by a wide range of authors. First of all, these are theoretical and historical works that consider the children's library in the context of culture, personality formation, etc. Thus, the study of the activities of a specialized library for children, the theoretical understanding of the children's library as a sociocultural phenomenon are reflected in the work of H.JI. Golubev. She developed the concept of a children's library in modern society from the position of inculturation of the child's personality.
The functions of children's libraries are considered in the works of N.P. Vasilchenko, O.I. Alimaeva and others.
However, this is still not enough to determine the place of children's libraries in the typology of the country's libraries. The problems of the general typology of libraries remain insufficiently worked out, despite the heated controversy on this issue in the 1990s.
Thus, the analysis of the available materials indicates the absence of a complete picture of the formation of children's libraries as an independent social institution in its visual characteristics. This determined the choice of the research topic.
To study the experience of libraries, publications from the journals "Library", "Library Business", "Library Science", "Young in Library Science", etc. were involved.
The basis of the study was the Karabalyk RDB.
Research methods.
The following methods were used in writing this work:
Study and analysis of documents;
Analysis of library documentation;
Working with bibliographic sources.
Characteristics of structural sections.
The structure and logic of the work are built in accordance with the goals set and correspond to the content of the tasks of the WQRS. The work consists of an introduction, three chapters, a conclusion, a list of references and applications.
The introduction reveals the relevance of issues related to children's libraries in general, determines the purpose of the work, tasks, subject and object of research, as well as the degree of study of the issue.
The first chapter defines the place and role of the children's library in the system of library services for children, reveals the essence and functions, mission, goals and objectives of the children's library in various aspects of its activities.
The second chapter deals with the history of the formation of a network of children's libraries in Russia, as well as the current state and problems of the development of children's libraries in general.
The third chapter is devoted to the study of the experience of the Karabalyk RDB for a more detailed consideration general concepts and features discussed in the second chapter of the work. Was held detailed analysis in the field of the most important aspects of the activities of the Karabalyk RDB. In particular, attention was paid to the forms and directions of work of this library.
Based on the analysis of the work of the Karabalyk RCH, conclusions and proposals for improving further work RDB.
In conclusion, the results of the research work are summarized.
The list of used literature reflects the works of library scientists and practitioners that are cited in the work or were used in the preparation of the thesis.
children's library reading
Chapter 1. The place and role of the children's library in the system blibrary services for children
1.1 Typologicallye features of children's libraries
An important theoretical problem of library science is the development of a typology of libraries based on the identification of typical and specific features that make it possible to distribute a diverse system of libraries into groups. The main units of grouping libraries are the concepts of "type" and "kind", meaning a sample, model, variety, which corresponds to a group of libraries with certain characteristics.
In the early years of Soviet power, most librarians identified three types of libraries: public, scientific, and school. However, such a division no longer corresponds to the modern idea of the social purpose of libraries, the level of their organization.
The combination of information needs and reader interests of complex and highly specialized topics rightfully connects the typology of libraries with differentiation and integration, which corresponds to two types of libraries - universal and special.
Depending on the nature of public information needs to be satisfied and readers' requests, universal libraries are differentiated into mass and scientific ones. Within the framework of these two types, further division of universal libraries is carried out according to regional, departmental characteristics and the age composition of readers.
So, based on the age composition of readers, a group of children's and youth libraries is singled out.
Children's libraries in Russia are specialized libraries serving children up to 15 years of age, their parents, teachers, educators and other users who are professionally involved in children's reading and children's literature, culture and information for children.
All activities of the children's library are aimed at giving priority to a certain category of the population - children. This is exactly what children's libraries differ from public libraries, which should provide equal conditions for all citizens, regardless of age, gender, education, etc.
Of course, the children's library is not only an information institution; it is, first of all, an institution that accumulates and transmits cultural and social experience. The changes taking place in all spheres of society's life directly affect the library associated with state power, political organizations, and funding mechanisms. The activities of the children's library are affected by the reorganization of book publishing and book distribution of literature for children, the reform of the education and culture system. Changes in society directly affect the structure, content and volume of reader interests and needs, which entails a refinement, and sometimes even a transformation of the functions and structures of the children's library.
In accordance with the Federal Law of the Russian Federation "On Librarianship", children have the right to use public, specialized children's and educational libraries.
Children's libraries can be:
independent libraries with the status of a legal entity (republican, regional, regional libraries)
municipal children's libraries with the status of a legal entity (central library and branches)
structural subdivisions (branches, departments) of other library systems, mainly public libraries.
The network of children's libraries in Russia makes it possible to organize a system of library services for children at all levels: from the federal to the level of a rural settlement.
The following long-established models operate in the cultural sector:
Federal level
Federal government agency culture The Russian State Children's Library (RSDL) is a research, scientific, methodological and information center on the problems of children's reading and library services for children in the Russian Federation. Main users: children's libraries of the constituent entities of the Russian Federation, central libraries of municipal children's systems, libraries serving children, children and reading leaders. Main tasks: providing Russian libraries serving children with scientific and methodological assistance, conducting research on children's reading, information needs, library services for children, coordinating the work of children's libraries in Russia, developing new forms of library services for children, collecting and preserving a fund of documents for children and adolescents. RGDB is a legal entity that operates in accordance with the Charter, approved by the founder - the Government of the Russian Federation.
The level of the subject of the Russian Federation
Republican, regional and regional children's libraries (hereinafter - central regional). The main users are children's and other libraries serving children, children - users, reading leaders.
All children's libraries of the constituent entities of the Russian Federation, in accordance with federal and regional laws on librarianship, perform the functions of central libraries:
methodical and research in relation to all libraries of the region serving children;
memorial, that is, collecting with the greatest completeness, storage and use of literature for children and adolescents in order to preserve these collections for future generations;
mutual use of funds (MBA, electronic delivery of documents), which is very important in the context of insufficient acquisition of regional libraries with children's literature;
The main task is to maintain a unified library service for the children's population, its support, scientific and methodological support, holding major campaigns to distribute books and reading among children.
As indicated in the Regulations on the Central Children's Library, the Central Children's Library (CDL) is one of the divisions of the CLS - an information cultural and educational institution.
Central children's libraries of the subjects of the Russian Federation should position themselves as genuine research centers for the study of children's reading and children's literature; centers for monitoring library services for children and dissemination of reading among the child population; centers uniting various institutions and organizations dealing with children's problems; as an information base for authorities to develop the most optimal childhood policy.
In order to improve the quality of work of the central children's libraries of the Russian Federation, it is necessary to change the management of libraries, their structural divisions. Flexible structures should be created to meet the current and future development of the needs of young users, legal entities and individuals related to solving childhood problems; horizontal and vertical links of the library as a methodological and research center with all interested legal entities and individuals have been established.
To solve this strategic task, it is necessary to support government agencies, increase and stabilize funding for the activities of central children's libraries, strengthen their status, and create appropriate legal documentation. Each library must develop a strategy for its development and a program to achieve its goals.
Municipal level
Municipal children's libraries with the status of a legal entity, and municipal systems of children's libraries (MSDL) are independent specialized children's libraries at the municipal level.
The main tasks are the organization of library services for children in accordance with their age and gender and psychological characteristics, the creation of an environment for the development of the child's personality, including the satisfaction of educational needs, the organization of leisure and communication, library services for reading leaders, the acquisition of a literature fund for children and children's reading leaders, including publications in various formats and on various media: books, periodicals, audiovisual and electronic documents.
In relation to rural libraries - branches, municipal children's libraries carry out methodological functions on issues of children's reading and the organization of library services for children.
Municipal children's libraries serve the majority of the city's children's population, and have the capacity to provide services, conduct various activities to promote books and reading. Their development should follow the path of strengthening independence, informatization of all processes within the system, inclusion in corporate and local city interdepartmental information systems, establishing intersystem and interdepartmental exchange of documents and information, coordination and cooperation with public and school libraries of the city, other institutions and organizations.
1.2 Functions of the children's library
The function of the library is the role that it plays or should play in society, the manifestation of the properties that distinguish the library from other social institutions and institutions. The federal law "On librarianship" gives the following legal definition: "Library - informational, cultural, educational institution, which has an organized fund of replicated documents and provides them for temporary use to individuals and legal entities "Thus, the main functions of the library are recognized as information, cultural and educational.
In the activities of the library, its functions are implemented. In domestic library science there is no single point of view on the classification of the social functions of the library. By 1984, two approaches to defining the functions of a library were established: informational (A.V. Sokolov: communicative, cognitive, cumulative) and cultural (V.R. Firsov: cognitive, communicative, and value-oriented). M.I. Akilina, N.V. Zhadko, N.I. Tyulina et al. offered their modifications of the functions. Given the diversity of points of view on this issue, we propose a classification of the functions of the children's library in the following form: socio-pedagogical, informational, memorial. These functions have always belonged to the children's library, but due to the growing problems social character, the spiritual and educational potential of a person comes into the center of attention of society, which allows us to talk about the need to update the socio-pedagogical function. There is no doubt that the socio-pedagogical function today is of particular importance in the activities of the children's library. Based on the principles of humanism, the library is aimed at helping, supporting the personality of the reader, aimed at upbringing, education, and human development.
The social and pedagogical activity of the children's library is realized through the organization of individual and mass work using various methods and means. All readers act as a subject - children of different ages, families with certain characteristics, requiring equal attention, but a different (individual) approach.
The information function is primarily aimed at meeting the reader's needs, while the educational function is aimed at awakening and shaping them. This function is especially important for libraries working with children, in whom, due to age-related developmental characteristics, many reading needs are either not formed or not yet realized. The library is also independently engaged in teaching users the basics of information culture, the culture of reading. According to N.V. Zhadko, the educational function of the library as a social institution, along with the memorial one, is generic, defining the specifics of the library, separating it from other social institutions.
The functions of the library include two parts: 1. social functions determined by the external environment - society; 2. applied (production) functions, determined directly by professionals. In the presence of different approaches to the classification of the social functions of the library, there is also a principle that unites them: 1. recognition of the many (poly) functionality of the library; 2. Recognition of the non-equivalence of all functions of the library: the allocation of the original unchanged permanent and corresponding to modern reality of the functions of the library.
Groups of social functions of the library: main (essential). Define the essence of the library: what it was created for. They are: 1. cumulative (collection of documents); 2. memorial (purposeful activity of the library in the formation and preservation of the fund of documents); 3. communication (multilateral activities of the library to provide users with documents in the form of primary sources or secondary information, contributing to the assimilation of cultural, intellectual potential, enhancing the circulation of knowledge in society).
Derivative functions - as a socio-communicative institution.
1. basic (type-forming): a) promotion of the educational activities of users; b) promotion of professional and industrial activities of users; c) promotion of scientific activities of users; d) promotion of self-educational activities of users and organization of their leisure. 2. phenomenal: are secondary in nature, their number is not limited, they are most subject to change. These include educational, educational, industrial, recreational (communication, recreation), hedonistic (pleasure), ideological, leisure, socializing, and other functions.
The children's library is an educational and information center, a cultural, educational, organizational and leisure center.
The library remains practically the only free source of information, a place to get acquainted with the achievements of world culture, fulfill requests related to education, a center for cultural development and, most importantly, communication.
The main thing is that the children's library must meet the interests and needs of the population, be able to fit into existing conditions, anticipate the future and become indispensable, having won the competition with other social institutions."
The Children's Library is a center for children's reading, introducing the child to reading and competent use of information on all types of its media. The most important task of the children's library is the formation of an information culture and a culture of reading, the education of a creative critical attitude to the text, its assimilation and application in life.
The children's library should provide its users with the opportunity to use modern information technologies, access to information networks, expand the scope of services in local and remote access modes.
For many years, each library, when planning its work, determined goals and objectives, both short-term and long-term, and the purpose of all library institutions, depending on the contingent of readers served, was the same. Today it has become "fashionable" to define the "mission" of an organization, including a library. But if you understand the concept of "mission", then very soon you can come to the conclusion that this is not a tribute to "fashion", not a substitution of one term for another, but a conscious, time-dictated need to express briefly and at the same time succinctly the purpose of your library, which distinguishes her from others. It is the mission that allows the public to demonstrate how the library can be useful to it, what it strives for, what means it can and is ready to use to achieve its goals.
Golubeva N. L. In his scientific and methodological manual "Children's Library: contemporary issues development” expressed her opinion about the mission of children's libraries. The mission of children's libraries, in her opinion, is to use all available resources to provide children with optimal conditions for cultural development, the formation and satisfaction of their educational, communication and other needs, in other words, to create an environment for the development of the child through reading, books and other types of materials that meet its gender, age, socio-cultural and individual characteristics.
G.A. Kislovskaya, director of the Russian State Children's Library, in her article "Children Can't Wait" highlighted the main goal of children's libraries - the formation and satisfaction of children's needs for intellectual and spiritual growth, self-knowledge self-education; introducing children to reading, to the world and national culture; promoting the value of reading and books; promoting the integration of children into the socio-cultural environment of society.
The main tasks of children's libraries were formulated in the document "Concepts for Library Services for Children in Russia".
Each library sets itself the task of creating the necessary conditions to meet the information needs of its users, while it strives to create equal rights and opportunities for children of all social strata of society with different intellectual and physical abilities.
So, the mission of children's libraries is to use all available resources to provide children with optimal conditions for cultural development, the formation and satisfaction of their educational, communication and other needs, in other words, to create an environment for the development of the child through reading, books and other types of materials, corresponding to his gender, age, sociocultural and individual characteristics.
primary goal children's libraries - the formation and satisfaction of the needs of children in intellectual and spiritual growth, self-knowledge and self-education; introducing children to reading, to world and national culture; promoting the value of reading and books; promoting the integration of children into the socio-cultural environment.
Main goals children's libraries:
> development and self-development of the child;
> achieving a “reading standard”, that is, the level of reading competence and reading development that is necessary for the health of the nation, to ensure its intellectual, moral and aesthetic development;
> ensuring the openness of the library for all children, creating equal rights and opportunities for children of all social strata of society with different intellectual and physical abilities;
> providing a child user with access to objective and comprehensive information about the world in an accessible and safe form for him;
> implementation of the requirements for information security and the humanistic orientation of electronic products available to children;
The children's library service is integral part library service to the population, it relies on a combination of traditional and new information technologies in the provision of services.
1.3 The development of reading as a basic directionoperation of the children's library
The formation of the spiritual culture of the individual is always carried out through reading. But reading is increasingly losing its cultural, educational role in society, turning into a source of information and a means of entertainment.
In these difficult times, children's reading needs support more than ever. The problem of declining interest in reading deeply worries everyone, including librarians. In particular, this problem began to be discussed at the highest level. The President of the Republic of Kazakhstan in his annual message to the people of Kazakhstan repeatedly touches on the problem of reading.
In the age of information technology, when children are passionate about computers, and because of the high study load they do not have enough time to read a fiction book, the work of libraries to introduce children to reading is of particular importance.
Children's libraries are defending the values of children's reading, trying to raise its status, instill a taste for it, support positive attitude to reading in children.
Many of the children's libraries have created original programs for introducing children to reading, educating an information culture, finding ways to coordinate reading and modern computer technologies.
All mass work carried out in libraries is aimed at attracting readers to the library, at supporting and developing a love of reading and books. For this purpose, various forms of mass work are used.
All the activities of the library contribute to the education of a culture of reading in children: its design, conversations about books, the system for organizing readers' access to funds, and the catalog system.
Methods and forms of reading guidance: conversation, loud reading, storytelling, discussion of books, exhibitions.
Reading tastes, the reading culture of each person largely depends on who and how was reading in childhood, and in this regard, the role of the children's librarian is growing more than ever.
The leading role of the librarian is manifested in the selection of those books from which the child independently chooses what he likes, in the ability to talk about the book so that the reader is interested in it, in posing questions to him that will help the reader determine his attitude to what he read. An atmosphere of trust and respect for the child as a reader, regardless of his age, the librarian's knowledge of books, the opportunity to talk with him about what he has read create conditions that contribute to the manifestation of freedom and at the same time enable the librarian to fulfill his tasks as an educator, leader of reading.
The librarian is not a simple “giver” of books, but a leader of his readers. The librarian, together with teachers and parents, bears full responsibility for the education and upbringing of children, formulating their literary taste. He must exercise a planned and systematic influence on the formation of the personality of each child, carefully and purposefully select literature for children's reading, “appetizingly” talk about books, so that the child comes to the library without any coercion and loves the book. Choosing a good book, giving what you need - sometimes means deciding the fate of a child as a reader, instilling good taste in him, laying the foundation for his further development.
To solve the problem of attracting all children to reading, it is necessary to systematically promote books and libraries among them and at the same time organize their services so that the library is available to every preschooler and student.
Students in grades 0-1 master the technique of reading gradually. These children are interested in the process of reading. Most of them want to learn to read as soon as possible, and the librarian needs to support this desire. The interests of first-graders have not yet taken shape, and therefore many of them read everything in a row or choose those books that have brighter covers and pictures.
Entertaining is the main principle of working with younger readers. While playing, the child imperceptibly begins to correctly evaluate the actions of the heroes of the books or seeks to acquire new knowledge for him.
Little readers receive in the library a mandatory minimum of cultural and conscious reading skills, independent choice of books. Among the necessary skills is the ability to take care of the book.
Speaking of different types work with younger readers, it is necessary to emphasize the fruitfulness of such a method as expressive reading and storytelling.
Loud reading is central to working with children. Such readings are held regularly on certain days and hours. Reading should be expressive and simple. Systematic reading of the most important and accessible to children materials from newspapers and magazines teach younger students to use periodicals.
After reading, children love to draw. You can offer the guys: draw what you want, or be illustrators of the book. An exhibition is made up of children's drawings. At the exhibitions, a conversation is being held - the contents of the book are recalled, the drawings are sorted out.
Also, conversations about books with children are often held in the form of literary games. For example, excerpts from different fairy tales are read, their names are recalled, and the title of the work and its content are recalled from illustrations.
It is important for first-graders to show how many interesting and different books are in the library, to talk about the books they know, to name the names of the most famous writers. Be sure to give children the opportunity to look at books themselves, read short stories or poems. Kids are introduced to the most elementary rules of reading, careful attitude to the book, they explain how to read in order to understand what they read: pronounce every word, read the book to the end, look at the pictures. It is also necessary to give them the first concepts of reading hygiene: do not read lying down, in the dark, while eating.
Children should be given opportunities to develop their reading in all ways and help develop a love of books. After all, this is the first step towards literacy and lifelong learning. Children need to be helped to understand great amount pleasant things to get from reading.
The formation of the spiritual culture of the individual in Russia has always been considered through reading, a book. Russian historical tradition family reading shows how great was the desire for spiritual perfection in society. The book served not only as a source of information, but also as food for the soul, heart, a way to communicate with the world, people close to a person. Yu. M. Lotman, reflecting on the special moral, spiritual qualities of the “young generals” of the Patriotic War of 1812, explains the fact of the unprecedented “concentration” in Russia of such a number of externally and internally beautiful men by the fact that this was the first generation of child readers: “In In this cultural world, a special childhood developed. Children not only began to sew children's clothes. Not only children's games were cultivated - children began to read very early, a woman - a reader gave birth to a child-reader. Reading a book aloud, and then an independent children's library - this is the path that future writers, warriors and politicians will follow .... These children had a special childhood - a childhood that creates people who are already prepared in advance not for a career, not for service, but for exploits. This is how a new psychological type is created in the children's room.
Modern research indicates that the family ceases to be an environment that stimulates the reading of a child. Family reading traditions are being lost. If in the 1970s 80% of families regularly read to children, now only 7%. The readiness of parents for the reading development of children is directly dependent on the level of their culture, including pedagogical literacy. Many parents are characterized by a lack of understanding of the educational value of children's literature, the goals of guiding the reading of children in the family, insufficient awareness of the content of the reading circle of children, and methodological illiteracy.
The main difference between family reading and its other types - extra-curricular and home reading, is that parents, using the book, begin to really engage in the spiritual development of their child, the formation of his morality. Therefore, family readings are a conversation between parents and children about morality, an incentive that is a joint reading of a work of literature.
To create conditions for the cognitive activity of the child, to stimulate it, to direct his thoughts - this is the main task of parents, which also determines their leading role in organizing family readings. In the process of family readings, both psychological and social functions of communication are realized. Its participants not only come into contact with each other and identify themselves with each other, but also socially significant moral ideas enter into their spiritual world, the source of which are the phenomena of life reflected in the works of literature. The main character in this communication is the child. Parents can only guide him cognitive activity and encourage him to think. The children's library can contribute to the formation of new relations with the world in the family, which largely determine the life path of the child, the family's awareness of its cultural and social significance in society.
To assist parents in mastering this role, libraries develop special pedagogical support programs, programs for children's developmental reading that stimulate interaction between children and adults.
Family reading is the main way to introduce children to the world of books. It is in this context that we see the future of children's libraries - the home of family reading.
Recently, the traditions of family reading have been revived in children's libraries. Family work can be organized in any type of public library setting. Recently, the issue of the need to create special libraries serving the information needs of the family has been discussed.
The opening of family reading libraries was aimed at attracting families with many children, socially vulnerable segments of the population to the library, assisting them in raising children, rationally organizing free time, and reviving the traditions of family reading.
Activities of the children's library.
Patriotic and spiritualnequal education.
Patriotic education. Children's libraries play a huge role in the awakening and development of patriotic consciousness, in the formation of personality and in the spiritual and moral education of society.
In the activities of libraries aimed at the patriotic education of the younger generation, the following links should be distinguished:
fostering love for the Fatherland and their Little Motherland (as a rule, this is carried out as part of local history classes);
acquaintance in a lively, interesting form with the history of our state, including the military-patriotic aspect;
legal education of schoolchildren in a children's library.
Assistance in instilling in children and adolescents love for their native land, for the language of their people, its traditions, culture, respect for the language and culture of other peoples, the desire for creation aimed at the prosperity of the country, protecting it from all forms of destruction - has become one of the priorities directions in the work of children's libraries.
The system of work on the patriotic education of youth in the children's and youth libraries of our country began to take shape in the distant 70s of the last century. In 1979, the Central Headquarters of the All-Union Campaign to the places of revolutionary, military and labor glory of the Soviet people and the editors of the Library Library announced a competition for the best organization of the military patriotic education the younger generation. It was held under the motto - "There is to become in service!" - and consisted of a wide variety of promotions and events. Literary evenings from the cycle “And Courage as a Banner Carried”, dedicated to writers and poets who died on the fronts of the Great Patriotic War, have passed; Bibliography Day - "About the war, about comrades, about myself"; lesson of courage - “They are forever left with 20” (about the Komsomol members of the Great Patriotic War; an evening of questions and answers from readers of pre-conscription age with specialists from military departments.
Unfortunately, since the mid-1980s and up to the mid-1990s. it became "indecent" to talk about patriotism. His spirit was practically banished from propaganda moral values, media, systems educational work with the younger generation, in general, from the spiritual life of society. The words "motherland" and "fatherland" began to fall out of use. They were replaced by obscure - alternative - "our homeland." It should be rightly noted that all this did not happen without the efforts of part of the Russian intelligentsia. The country was split into the accused and the accusers, the dispossessed and those who dispossessed kulaks, the repressed and those who repressed. Traditions of patriotic education that have been created for centuries in Russian culture and education have undergone a significant revision.
The era of perestroika was advancing, and liberal universal values were extolled at all corners. At the same time, the memory of the past - the cornerstone value in shaping the worldview and value world of a young citizen of Russia - was thrown to the sidelines of the entire system of educational work. Educational and cultural institutions are less likely to hold lessons of courage, Watches in memory of fallen heroes, meetings with war and labor veterans - all those events that awaken and strengthen patriotic feelings, form historical consciousness, and with it love for the Fatherland. Fortunately, all this has again returned to the practice of children's libraries in the country.
Looking through methodological materials on library services for the population of the late 1980s - early 1990s, one can see a semantic and ideological vacuum in terms of the military-patriotic education of young people.
The heroic-patriotic education of young people in children's and youth libraries really intensified after the adoption of the Federal Program "Patriotic Education of Russian Citizens for 2001-2005".
In fostering a sense of love for the small and large Motherland, a special role belongs to military history, in contact with which, the younger generation joins the feat of arms of the people, learns to serve the Fatherland on the heroic examples from the life of great ancestors.
Today, patriotic education is a complex system that includes a large number of areas and areas of activity. It contains not only social, but also spiritual-moral, cultural-historical, military-historical, ideological components.
The main goals of this system are the development of citizenship and patriotism among the younger generation as the most important spiritual, moral and social values, the formation of professionally significant qualities, skills and readiness for their active manifestation in various spheres of society. What can the library do in this direction?
First of all, find a way to the heart of a child through a book. To do this, a special environment is created in the library that encourages children to communicate, be creative, and engage in activities. The work to create such an environment is based on the pedagogy of cooperation and co-creation of children and adults, the freedom to choose the activities that the participants are offered. this process library, using various forms of library work. So, in each direction of the system of patriotic education in libraries, traditional exhibitions of book and other printed products are arranged, which, as they become available, are supplemented with reference and documentary materials.
One of the areas of education of a patriot and a citizen is the study of the state symbols of Russia, Kazakhstan, an explanation of the essence and meaning of the state symbols of the Republic of Kazakhstan and the Russian Federation - the Coat of Arms, the Flag and the Anthem. Libraries arrange special shelves in this direction (“Symbols of the Fatherland”), which presents books and brochures, publications from periodicals and guidelines for explaining state symbols, provides samples of Russian symbols, materials from their history and modern life.
Such publications not only attract the attention of young readers, but also help teachers in conducting civics lessons and other educational activities using state symbols.
It is gratifying that patriotism today is becoming a determining spiritual and moral factor in maintaining social stability, independence and security of the state. That is why one of the priorities of the Patriotic Education Program is the formation of historical consciousness.
A lot of propaganda and educational work in this direction is carried out by all libraries working with children. It brings together a set of activities aimed at deepening the knowledge of the historical past of our Motherland, national traditions, customs, culture and art.
Yes, the library. S. Begalina (Kazakhstan) gives readers, starting with themselves early age, knowledge about state symbols, the Constitution, about the rights and obligations of citizens of the republic.
The children learn about the history of their native republic, the formation of Kazakhstan as an independent state, the culture of interethnic relations from the events “We are the people of Kazakhstan”, “There is no future without memory”, “Know Kazakhstan” and others. With constant interest, young readers participate in games-travels around Kazakhstan, in literary competitions dedicated to national holidays and significant dates.
Local history. Local history activity can be considered as one of the leading components of the system of patriotic education of children and youth. Turning to archival documents, materials of local history museums, periodicals, local residents - carriers of information about the relatively recent past - all this helps to learn history native land, to love its nature, to understand those life processes, cultural traditions, by which its population lived and lives
The revival of library local history today is caused by an unprecedented rise in national self-consciousness. By recognizing universal human priorities, library local history is able to fill in people that moral process, which is now much talked about, morality is instilled along with love for one's father's house.
Local history is traditionally one of the areas of library activity.
Local history literature is all printed works related to the region in content, regardless of the place of publication and language. Local history literature is diversified. It is presented as necessary for the study of the local region: physical and economic geography, geology, dialectics, art criticism, history, ethnography. Information about the region, city, village may be present in various types of creations in scientific, popular science and reference literature. In this regard, we must not forget about the works of fiction dedicated to the region.
In order to support children's interest in local history knowledge, to introduce reading books into the "leisure circle", children's libraries actively use club forms of work. Many children's libraries have developed and are actively implementing their own programs on local history, history, environmental education, legal and aesthetic education. So, for example, the Otan club was created at the Shcherbakty Central Children's Library. The club's program is focused on educational local history activities, on the development of the cognitive interest of children and adolescents in their "small homeland". In "Otan" received further development work on the collection and organization of the fund of local history documents. The local history mini-museum of the children's library has become more interesting in design and more diverse in content, including thematic folders, handwritten albums, creative work children, materials of local historians with unique facts and information about the Shcherbakty region.
Promotion of ecological knowledge. Today, the need for information and new ways to solve environmental problems is increasing dramatically, so environmental education is one of the priorities in working with children in libraries. Each library is faced with the task of creating an information base on environmental issues, forming a fund with the necessary literature and periodicals, and creating a reference and bibliographic apparatus. Just as environmental education begins with respect for nature, so environmental education- from a very young age. New books on environmental issues and numerous periodicals help teach children to love and protect the world around them. To open the fund of literature on ecology allow book exhibitions, thematic shelves.
Today, the solution of environmental problems is becoming a matter of paramount importance for all mankind. Realizing that the environmental education of the younger generation is patriotic, in addition to various events, children's libraries are developing entire series teaching materials, for example, such as "Library and environmental education of children and adolescents", consisting of issues: "This fragile planet", "Legal" walk or environmental law", "Water is the beauty of all nature", "How beautiful this world is", " Do you want to know how the city lives?
Promotion of legal knowledge. In the era of continuous self-education, a developed culture of reading, information literacy, that is, the ability to find and critically evaluate information, becomes especially important. Therefore, attention to the problems of legal education of children is explained by two main reasons: the need to consider legal education as a continuous and systematic process throughout the entire period of schooling and the degree of assimilation of elementary legal knowledge, skills and abilities in the most favorable period of emotional interaction of the child with society.
That is why librarians of children's libraries carry out various forms of mass work in this direction: conversations, explanations of the content of the Constitution of the Russian Federation, library lessons on the basics of legal knowledge, and many others. others
In the course of such events, students not only get to know the society in which they live, but also realize the rights and obligations of a Russian citizen, see in their observance the most important condition for their civic development.
In the children's department of the OUNB them. S. Toraigyrov (Kazakhstan), the information center “Legal Planet” was opened. In developing the course, librarians proceeded from the specific goals of civic education and general provisions about the school of the first stage, which is designed to provide the initial stage of the formation of a socially active person. Jurisprudence is one of the stages of improving the legal preparation of a future citizen of the Republic of Kazakhstan. The course was designed for studying in grades 1-4. primary secondary school and set specific goals:
to inform younger students of elementary information about the Republic of Kazakhstan as a state of law;
to form a sense of citizenship and patriotism in the process of cognitive, socio-political, labor and other types of activity;
to teach responsibly to comply with the laws of society, to correctly use their rights and freedoms;
develop critical thinking, the ability to foresee the consequences of one's behavior.
Also, a program of events called “Legal culture for children” has been developed here. Each event is built on moral categories, and first of all, on respect. Not only to human rights, but also to work, to the history of the state, property, personal life, the age of a person, and much more. The actual material is presented in an accessible and interesting way. Taking into account the psychological aspect in training involves active use emotional ways of influencing the legal consciousness of the child. Classes are built on the basis of an active approach to learning. Children receive not only theoretical training, but are also involved in legal practice - they participate in law enforcement, crime prevention, school duty, etc.
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