home Folk remedies What does a modern school library look like? Modern school library in the school’s unified information space (media library) Prepared by: Head of the library Bedova O.N.

What does a modern school library look like? Modern school library in the school’s unified information space (media library) Prepared by: Head of the library Bedova O.N.

Report of the methodologist on the library collections of the MBU IMC of Nikolaevsk-on-Amur Komarova N.N. at the seminar of library workers “Development of social partnership - an indicator of the effectiveness of library services” on February 28, 2017

Modern school library in a new educational space

Komarova N.N., methodologist for library collections of the MBU IMC of Nikolaevsk-on-Amur

“Coming together is a start.
Sticking together is progress.
Working together is success"

Henry Ford “On Cooperation”

Since 2011, the Federal State Educational Standard for Primary General Education (FSES NOO) has been introduced in all educational institutions of Russia; since September 2015, all schools have massively switched to the Federal State Educational Standard for Basic General Education (FSES LLC). Changes taking place in education are leading to an increased role for school libraries. The library today has a special role in integrating all information resources in accordance with the key directions of modern educational policy

Federal state educational standards for primary, basic and secondary education impose new requirements on the school library: from an educational and auxiliary unit, it should become a resource center of the school, determining information and library support, a basis for the development of critical thinking and media education.

Being a structural unit designed to accumulate, preserve and distribute information resources, the school library is the main source of information for students that satisfies their diverse interests, and also develops information retrieval skills. In addition, by providing students with access to a book as the basis for the formation and development of their common culture, a tool for satisfying cognitive activity, a means of socialization, and a source of aesthetic pleasure, the school library contributes to the spread of literacy and the overall development of the child’s personality.

According to the Federal State Educational Standard, the school must form a literate, competent reader who will be able to navigate the variety of literary styles and genres, search for and select the necessary information, and be able to use the library and its tools to meet their information and reading needs.

Today, the school library is working to assist in the formation of information competence of students and the development of their skills in self-education and independent work with information in various formats, the formation of specific skills in information retrieval activities and the use of traditional and electronic library collections and tools. -cops.

The school library is one of the most popular rooms in the school. Every day, an average of 30-40 people (city schools) are served with the subscription. And although not all school libraries in the Nikolaev region have a reading room, its functions are performed in full. Students turn to encyclopedic and reference literature, prepare messages, reports, abstracts. Seats are created for this work in even the smallest rural library.

A modern school library is:

educational library, which provides information and documents for the educational process;
a special library that serves the teaching staff;
a public library that provides students with the necessary resources for project-based and creative activities;
a library that supports extracurricular and extracurricular activities.

The school library is an ideal place where the three main components of a complete development environment intersect: information, culture and communication.

Today, the key task of a school library is to use new information technologies and resources with maximum expediency and reasonableness to ensure accessibility, increase the efficiency and quality of education.

The task of the school is to help the child find ways and means of obtaining and processing information.

The school library is a direct participant in the pedagogical process. It is at its center, uniting teachers, students and their parents.

Today, in the information educational environment of the school, the role of not only the teacher and student, but also the librarian is changing. The teacher becomes a consultant, a partner of the student in the process of his learning. The student acquires self-education skills. And the librarian provides information support to all participants in educational activities.

Collaboration between teacher and librarian is necessary to maximize the potential of the school library to:

development and training of students;
formation of information culture;
organizing educational events;
development of lesson plans and extracurricular activities;
preparation and implementation of project assignments;
implementation of information technologies.

There is a clear concept that the library should contribute to the formation of a highly cultural, humane and moral personality, develop civic qualities and teach civilized norms of communication, and be able to live in a rapidly changing world in the spirit of harmony and tolerance. Here are several areas of school library work to implement second generation standards:

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

The FGOStandard is based on a systemic and activity-based approach, which ensures:

formation of readiness for self-development and continuous education;
designing and constructing a social environment for the development of students in the education system;
active educational and cognitive activity of students;
construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

Today, learning is not just the transfer of knowledge from teacher to student, but, first of all, the creation of conditions under which it becomes possible for the students themselves to independently search for knowledge, and for their productive and active creativity. A schoolchild in a subject teacher's lesson perceives the world in the prism of this subject, and the school library is able to provide the child with information to reveal a holistic picture of the world. Therefore, when educational standards change, the school library becomes a center of student creativity, as well as a place for the realization of students’ individual abilities and a huge laboratory for the innovative development of teachers.

The policy document in terms of the prospects for transforming school libraries is the Concept for the development of school information and library centers. The new model of the school library - the information and library center meets all the requirements of the new standards, provides the necessary conditions for learning focused on self-determination and meeting the educational needs of each student, taking into account his development and individual capabilities. At the level of the Khabarovsk Territory, there is a federal internship platform “Information and Library Centers” to transform a school library into an information and library center. A regional resource information and library center has been created on the basis of the Education Development Center in Khabarovsk. The IBC network includes our only so far ILC MBOU Secondary School No. 4 (teacher-librarian Pavlova E.G.). At the municipal district level, work is also underway to transform school libraries into information and library centers. Work has begun on developing the regulations and concept for the development of the ILC in MBOU Secondary School No. 2.5.

In order to form and improve the professional competence of school librarians in modeling the information and educational environment in the school information and library center by including them in practical activities, methodological associations and training seminars such as “From the school library to the information and library center: development vectors” were held , where librarians got acquainted with the Concept for the development of school information and library centers, draft regulations, and the peculiarities of the work of the ILC.

In order to organize an information and library environment with a unified information and library-bibliographic collection, expanding the functions of libraries of educational organizations for comprehensive support of educational activities in accordance with the requirements of the federal educational standard of general education, the project “Regional Automated Information and Library System” 1C was tested in the Khabarovsk Territory: Library. The participation of the ILC MBOU Secondary School No. 4 (Pavlova E.G.) turned out to be impossible due to technical reasons (low speed).

Under the current conditions, special demands are placed on the school librarian. Today, this must be a person who keeps pace with the development of information technology, a kind of information manager who must master not only pedagogical, but also information and communication technologies. The librarian of modern times must change the attitude of schoolchildren to reading and obtaining new information. In the 2016/2017 academic year, each general education institution (16) has a school library.

According to the staffing schedule in educational institutions, librarians work:

1 tbsp. – 5 people (45% of the total number of librarians) (MBOU secondary school No. 1,2,4,5, MBOU secondary school, Mnogovershinny district);
0.5 tbsp. – 7 people (55% of the total number of librarians).

The main activity includes 4 teacher-librarians (MBOU secondary schools No. 1,2,4, 5) and 5 people. – librarians (MBOU secondary school No. 5, MBOU secondary school in the village of Mnogovershinny, MBOU secondary school in the village of Lazarev, MBOU secondary school in the village of Innokentyevka, MBOU secondary school in the village of Chlya), in other schools - internal part-time workers. According to the staffing schedule, in 6 schools (MBOU GS in the village of Nizhneye Pronge, MBOU GS in the village of Nigir, MBOU GS in the village of Oremif, MBOU GS in the village of Puir, MBOU NSH DS in the village of Ozerpakh, MBOU NSH DS in the village of Chnyrrakh) there is no librarian position.

Librarian education:

higher library degree – 2 people. – 17% (MBOU secondary school No. 2.4);
higher pedagogical – 3 people. – 25%; (MBOU secondary school No. 1, No. 5 Mago village, Krasnoe village);
higher other - 1 person. -8% (MBOU secondary school in Konstantinovka village)
average special library – 1 person. – 8% (MBOU Secondary School No. 5);
medium - special pedagogical – 2 people. – 17%. (MBOU Secondary School No. 5, Chlya village)
medium - special other - 2 people – 17%,
other (general average) – 1 person – 8%.

The data shows that only 3 specialists have a special library education.

The regional methodological association of school librarians assists librarians in mastering information technologies, promotes the development of creative potential, and carries out educational, methodological and advisory work in the areas of librarianship.

All school librarians have a workstation equipped with a computer. For users in 6 libraries there are 8 computers (MBOU secondary school No. 1. 4 (3 copies), 5, MBOU secondary school in the village of Krasnoe, MBOU secondary school No. 5 in the village of Mago, MBOU secondary school in the village of Konstantinovka.

Internet access is available in 10 libraries.

In 2002, school libraries were provided with the ABIS program “MARK-SQL - school version”; they are used in work only in 4 organizations (MBOU Secondary School No. 2.4, No. 5, Mago village, Mnogovershinny district). The low utilization rate is due to the fact that in rural areas librarians often change and there are no rates.

Acquisition of textbooks

Work on ordering textbooks (one of the main areas of work of the school library) begins with the beginning of the school year.

There is a well-functioning system of work, which includes an inventory of textbooks, studying the Federal lists of textbooks for the academic year, collecting applications from subject teachers, drawing up school orders, municipal orders, concluding contracts with publishers for the supply of textbooks, designing stands for “Textbook - 2016” every educational institution. Since 2010, our district has been independently ordering textbooks and working directly with publishing houses. Over the past 3 years, our district has been allocated 2 million 260 thousand rubles for the purchase of textbooks. In 2016, contracts were concluded with 10 publishing houses. 8949 copies of textbooks were ordered (2015 – 9241 copies), of which 3889 copies of workbooks for first graders. The decrease in the number of copies is due to the increase in the cost of ordered textbooks and teaching aids.

In connection with the introduction of new standards, we annually update textbooks for the corresponding grades; we order workbooks only for first-graders.

Replenishment of the collections of fiction and reference literature occurs very rarely; the last addition was in 2012. 120 sets of copies were received. from the publishing houses “Russkoe Slovo”, “Prosveshchenie”, “Astrel”. “Bustard” worth 530 thousand rubles. These are mainly software works, dictionaries and reference books.

It should be noted that the situation with the subscription campaign for periodicals is quite difficult. Due to financial difficulties, schools do not have funds for subscriptions, so I propose closer cooperation between school and children's libraries in order to familiarize themselves with new products.

The most important indicator of the performance of libraries is the annual municipal and regional competitions: the municipal competition “Best Library of the Year - 2016”, the regional competition “Best Information and Library Center - 2016”. The municipal competition was attended by MBOU secondary school No. 1, MBOU secondary school No. 5 in the village of Mago, MBOU secondary school in the village. Chlya. According to the results of the competition, the winners were: MBOU Secondary School No. 1 (teacher-librarian Rozhkova N.N.), MBOU Secondary School No. 5 in the village of Mago (teacher-librarian Naydenova M.A.). You should pay attention to the meaningful creative work of N.N. Rozhkova. on the topic “Information culture of schoolchildren”, where she reveals the system of work in this area, confirming it with practical experience, the development of library lessons, and the release of school newspapers.

(slide 11) The most interesting in terms of content and technical design was recognized as the “Virtual Book Exhibition” of the teacher-librarian of MBOU Secondary School No. 5, Mago village, M.A. Naydenova. Interactive exhibitions have recently become particularly popular among librarians. This form allows you to expand traditional types of library activities, is playful in nature and attracts students to active reading.

MBOU Secondary School No. 4 (teacher-librarian Pavlova E.G.) took part in the regional competition “Best Information and Library Center -2016”, which was deservedly recognized as a prize-winner. The school's information and library center received specialized equipment at the expense of the regional budget, electronic reference books and dictionaries from the publishing houses "Prosveshcheniye" and "AST-PRESS KNIGA".

Recently, a new way of promoting a book has been actively used in the library environment - the book trailer.

From March 1 to March 31, 2016, for the first time in the Nikolaev municipal district, a regional book trailer competition “My Favorite Book” was held among students in grades 5-11 by age group: students (5-6), (7-9), (10-11) grades .

The purpose of the competition: promotion and popularization of books and reading through visual culture.

11 students from 5 general education institutions of the city and region took part in the competition (MBOU secondary schools No. 1,2,4,5, Mago village). The participants’ works were distinguished by their creative approach and originality in the presentation of the topic, the organic combination of video, sound and book content, the completeness and depth of the work’s disclosure. Book trailers were created based on works of various genres: Walter Scott “Ivanhoe”, Leo Tolstoy “Prisoner of the Caucasus”, Mikhail Bulgakov “The Master and Margarita”, poems by Sergei Yesenin “In the Hut” and others. The works of the competition participants are posted on the IMC website.

Today it is very important to create a new educational space for school librarians, which includes not only traditional professional development events organized at the district level (seminars, professional skills competitions, master classes, etc.), but also the creation of an educational space on the Internet ( webinars, forums, distance courses), where you can get advice from specialists, get acquainted with the documents regulating the activities of school libraries, exchange experiences with librarians from other regions, and undergo distance learning).

In order to improve their professional knowledge, school librarians took an active part in webinars of the publishing houses “Prosveshcheniye” and “Drofa” on the use of electronic textbooks in the educational process, in the annual World Forum of the International Association of School Libraries, in the all-Russian monitoring of school libraries, in the video conference “Information and multimedia technology is a resource for the development of modern school libraries,” etc.

During the year, school librarians organized a variety of book exhibitions, screenings, reviews on various topics: Books of anniversaries, “Anniversary Editions”, for the holidays Mother’s Day, Elderly Person’s Day, Victory Day, Knowledge Day, and many others. Particular attention is paid to exhibitions dedicated to anniversaries. Readers are offered a short biography of the writer, his books are exhibited, quizzes, drawing competitions, debates, literary games, and reading competitions are held. It should be noted the variety of exhibition forms and means of decoration. Virtual book exhibitions are very popular.

During the school year, library lessons are held in which readers become familiar with the rules for using the library, with the arrangement of books in the library, with the main sections, with the rules for finding the right book, and with mastering the skill of working with reference books.

Various events were also held: literary quizzes, travel games, literary evenings, oral journals, competitions (competition of staged fables, etc.).

In order to attract the attention of students to reading, library events in the flash mob style “Long live the book!”, “What do you have?”, competitions of library posters, presentations “My Family and the Book”, a creative project “Fairy Tale Rescue Service” were held in educational institutions. , “International Book Giving Day” campaign.

In order to popularize the book, students from city and district schools, together with librarians, took part in All-Russian events:

All-Russian book trailer competition;
All-Russian competition “Reading Krylov”;
All-Russian literary quiz dedicated to the works of N.N. Nosova “Dunno and everything, everything, everything...”.

Throughout the year, creative meetings with local poets are held in school libraries (A. A. Peregudov, A. P. Rachkov, T. G. Golovacheva and others).

I hope that our meeting will mark the beginning of close cooperation between our libraries, since you and I have the same goal of introducing children to reading.

Reading the new Federal State Educational Standard: what should a school library see in it?

A modern school library is one of the main conditions for the implementation of federal educational standards.
If we take an excursion into the recent past, we should note that for many years the presence of libraries in educational institutions was not indicated in any way in federal documents. The Law “On Education”, with numerous additions and amendments, has not introduced any mention of libraries into the educational document environment. The document approved by the Russian Government describes in detail the medical care of participants in the educational process and their nutrition. The school library is not mentioned. Only now, in new documents, school libraries are not ignored.
What changes are (or should be) happening in school libraries?
1.School libraries are needed by schools as library and information centers(BIC), which are an important component of the educational process. What is the difference between a library and an information center? The library, serving its readers, uses only its funds. In addition to traditional funds, the Information Center also has access to remote resources of the largest information centers and book depositories in the world. Selected Internet resources make it possible to use it most fully for the development of schoolchildren, to expand their horizons, and to choose the best works of literature for reading. Is an electronic encyclopedia really necessary if children in the library have not mastered traditional reference collections, which have their own irreplaceable advantages? No Internet can replace a smart directory, since working with it requires solving a bunch of intellectual problems that a machine is not capable of.

2. Another requirement for libraries: they must be equipped with high-quality sources of information, and these must be information resources on different media. These are different types and types of electronic publications: interactive courses on the subject, tests and problem books, electronic encyclopedias, interactive whiteboards on the subject, teaching aids. In the Federal State Educational Standards section “24. Material and technical conditions for the implementation of the basic educational program of secondary (complete) general education" it is directly stated that "The material and technical equipment of the educational process should ensure the possibility of "... access in the school library to Internet information resources, educational and fiction literature, collections of media resources on electronic media , to duplicating equipment for reproducing educational and methodological textographic, audio and video materials, the results of creative and scientific research and project activities of students.”

3.The school library is more than just books. In the context of the development of Internet technologies and their mass use by teenage schoolchildren, this is also the formation of information literacy and culture. Our understanding of IS is becoming hypertrophied and somewhat wretched. It all comes down to the fact that a person must be able to look for a book, or work with a dictionary, or press buttons. In fact, information and communication competence is a much broader concept.
When we were studying, we took a lot of notes from primary sources and through these notes we learned to work with texts, we knew what a plan, a thesis, an abstract was... Modern children (and not only children, unfortunately) not only write a note, read a short dictionary entry do not want. They immediately ask you to photocopy it. There is no photocopier - they are trying to take a photo with their phone. If he doesn’t take small texts, they read it into the phone as if it were a voice recorder... They try as hard as they can. Anything, just to not work. Some adults encourage them in this.

4. A red thread runs through the entire Federal State Educational Standard: use of ICT and their implementation in schools is considered as an educational technology, as the development of skills to work with information, and not as a separate subject “computer science”. Already in elementary school, children must master the basics of searching, sorting information, organizing it and storing it - using computer technology! Undoubtedly, it is necessary to teach the child to independently obtain information, look for it in encyclopedias, work with reference books, and access the Internet. In addition, when organizing access to information, you should wisely limit it, protecting children from the “bad Internet.” The virtual world should not become a replacement for the real one.

5. Another point that is also mentioned in the Standard: information should be equally accessible to absolutely every child, regardless of social status or whether he is healthy or a child with disabilities, etc.
We often hear that the library must change. But the library is an inanimate person. Does this mean that should the librarian change? It’s no secret that the knowledge acquired in an educational institution becomes outdated quite quickly. The library, like any other institution, is interested in specialists who improve their professional level throughout their lives. But forms of advanced training for library workers do not always meet modern requirements. The main problem of Russian school libraries is the crisis of funds and the crisis of personnel. The second problem is the social vulnerability of librarians.

6. Of the innovations, it should be noted emergence of extracurricular activities in the school curriculum. Librarians will obviously not be left behind. Active participation of children in extracurricular activities can serve to enhance the status of the library and will help promote quality reading. Extracurricular activities should include work in the reading room and participation in its public events, when through books and reading personal educational results are achieved, which should reflect, according to the standard, “Formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and history Russia, awareness of one’s ethnic and national identity; formation of values of multinational Russian society; the formation of humanistic and democratic value orientations.”

So, let's summarize. The new generation standard obliges libraries to significantly restructure their work:
school libraries are needed by schools as BICentres, which are an important component of the educational process that contributes to the implementation of educational standards;
BICentres must be equipped with high-quality sources of information on different media;
qualified library personnel must meet the requirements of the time, strive for innovation in the professional field, and be prepared for the continuous process of education;
BICentres should become the personification of an attractive, comfortable, and friendly educational environment.

P.S. Everything written is modern, timely and true. But how far is it until the time when all our school libraries will be able to meet the requirements that are placed on them? The question is open...

Modern school

UDC 026 BBK 78.39

MODERN SCHOOL LIBRARY IN THE CONTEXT OF THE STRATEGY PROJECT “OUR NEW SCHOOL”

Olefir S. V.

Chelyabinsk, Chelyabinsk Institute for Retraining and Advanced Training of Education Workers

The article is devoted to the implementation of the educational initiative project “Our New School”, which involves changing the quality of education and requires coordinated actions of the entire educational infrastructure and a modern school library.

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

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

ity", "competence" and "competence", etc. In relation to information

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

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

Scientific support of the system

Scientific-theoretical journal Ш9^..

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

In 2006, the Information Literacy Summit internationally defined different types of literacy, including:

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

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

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

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

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

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

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

necessary for his effective productive activities in a certain area. Competence is the student’s possession of the corresponding competence, including his personal attitude towards it and the subject of activity. Thus, by “competence” we will understand the totality of a student’s personal qualities (value and semantic orientations, knowledge, abilities, skills, abilities), conditioned by the experience of his activities in a certain socially and personally significant area.

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

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

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

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

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

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

The first component is that the student learns to obtain and process knowledge from a book or textbook, develops skills and abilities; the second component is to be able to use them; third, learn to live together, that is, communicate; it involves the use of communicative teaching methods, which today operates on such components of communication as speech, social and cultural; the fourth component determines the psychological and pedagogical aspect of training; it is aimed at helping students understand themselves as individuals, form adequate self-esteem, cultivate tolerance, respect for other people, other cultures, languages, customs, and values.

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

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

Educational competencies are determined by the personal-activity approach to education, since they relate exclusively to the student’s personality and are manifested and tested only in the process of performing a set of actions compiled in a certain way.

The formation of competencies occurs through the content of education. In this regard, the following four principles should be given priority: the principle of person-centered learning; the principle of activity-based learning; the principle of communicative learning; the principle of cognitive learning - while maintaining general didactic principles. As a result, the student develops abilities and has the opportunity to solve real problems in everyday life - from everyday problems to industrial and social ones. Note that educational competencies include components of a student’s functional literacy, but are not limited to them.

Consequently, educational competence is a set of semantic orientations, knowledge, abilities, skills and experience of a student’s activities in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activities. The named principles and the competency-based approach to teaching make it possible to more fully use the reserves of independent work, that is, to take a step towards the school’s transition from the focus on reproducing material to understanding it. They open the way to personally comfortable, developing, intensifying, activating, playful forms of organizing the educational process and assign a leading role to reading,

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

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

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

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

The “Concept for the support and development of children's and youth reading in the Chelyabinsk region” defines the increasing importance of reading as a basic intellectual technology, the most important resource for personal growth, a source of acquiring knowledge and overcoming the limitations of individual social experience. “For members of society, reading is an indispensable means of transmitting and mastering the values of world culture, the main component of an individual’s education and cultural competence and, therefore, preparation for life in a global information society.”

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

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

General subject competencies - relate to a certain range of academic subjects and educational areas;

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

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

1. Value and semantic competencies. This

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

2. General cultural competencies. Circle in

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

the moral foundations of human life and humanity, individual nations, the cultural foundations of family, social, public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in the everyday, cultural and leisure sphere. Performing cultural functions, the school library supports the student in mastering general cultural competence and forms his scientific picture of the world.

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

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

required information, organize, transform, store and transmit it. These competencies provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world. Information competencies are developed in the school library as students master the basics of library and bibliographic knowledge, while forming the student’s information culture.

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

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

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

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

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

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

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

Develop an information search strategy;

Find relevant information;

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

Form your own attitude to this information;

Present (to an audience or to oneself) one's point of view, new knowledge and understanding, or a solution to a problem;

Evaluate the effectiveness of the work done;

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

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

2. The second key direction for the development of general education in the “Our New School” Strategy is defined as a support system for talented children. As part of the second direction, it is advisable to support a creative environment and provide the opportunity for self-realization for students of each secondary school. This should also be supported by the creation of incentives for the publication and distribution of modern educational literature, the dissemination of electronic educational resources, the development of distance education technologies using various Internet services, and the creation of digital repositories of the best Russian museums, scientific archives and libraries. The main area of responsibility of school libraries is the formation of an information and educational environment for the development of students' reading competence, skills in acquiring new knowledge, selection, evaluation and use of traditional and electronic educational resources. In the new information environment of the school library, talented students will be able to demonstrate their educational and creative abilities, and the results of their creativity will make it possible to turn the school library into a resource-based innovation platform.

3. Third direction - teacher development

sky potential. And here the school library can make a significant contribution, supporting teaching activities with modern information resources, increasing the information culture of teachers,

subject teacher. A separate task in this direction is to attract teachers with basic non-pedagogical education to schools. Given the importance of teaching reading strategies, such teachers can be reading teachers or reading consultants, as is common in the UK, Finland, and Portugal.

4. The fourth direction is modern

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

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

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

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

staff development

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

Streamlining the sociocultural pro-

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

book industry, media production and distribution industry, reading popularization systems, personnel training systems for reading infrastructure, scientific-

methodological study of reading problems;

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

Creation of an infrastructure management system for reading support and development.

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

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

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

government authorities and the public - experts in the field of librarianship, representatives of publishing houses noted that reading can cultivate spirituality and culture, and develop a child’s intelligence. How a child is instilled with a love of reading determines how he or she will enter the world of learning, which is why it is so necessary to develop school libraries. A school library can and should become not only an information center, but also an educational center; it is necessary to amend the education law obliging the founder of an educational institution to regularly update library collections, change the regulations on the school library, and improve the status of the school librarian. The school library is a place where all opportunities are concentrated for our children to master the cultural code of our nation, the human code of culture. Issues of patriotic, spiritual, moral, and civic education will likely become a separate area of the “Our New School” modernization strategy.

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

This model of a new quality of education fully applies to school library personnel. The presence of two innovative contours of education: the contour of innovation promotion (represented by the project task “from above”) and the contour of selection and development of innovations requires professional reflection. At a meeting of the State Duma dedicated to the activities of school libraries, problems of staffing school libraries were noted, not

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

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

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

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

Innovation - search and testing of new information, library and pedagogical technologies in the professional activities of a librarian.

The competence of a librarian in a modern school library is an integral property of a person, characterizing his desire and ability to realize his potential - knowledge, skills, experience, personal qualities for successful professional activity. The article by I. Deineko “The New Role of the Librarian in the New Library” provides a map of the

professional competencies that a school librarian should have:

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

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

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

Organizational (the ability to organize public events, a comfortable library environment, to form a readership);

Information and communication (working with office programs, digital educational resources, the Internet, library automation systems, creating web pages, etc.).

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

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

List of used and cited literature

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

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

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

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

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

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

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

7. Lau, H. Guide to information literacy for lifelong education [Electronic resource] / H. Lau; lane from English S. Sorokina // http://www.ifap.ru.

8. Smetannikova, N. N. The importance of reading for solving educational problems [Text] / N. N. Smetannikova // Homo legens. - Vol. 2. - M., 2000.

9. Khutorskoy, A.V. Design technology

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

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

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

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All articles 05/26/2015

The school library space should be mobile and flexible, and not crowded with heavy furniture

Transforming libraries into creative spaces is one of today's trends. Here are some tips from School Library Journal on how to make your school library space more innovative and creative. The magazine advises looking far ahead when planning, taking into account that students' needs for technological support will only increase.

Margaret Sullivan

Everything changes. Let's start with the fact that the Internet, e-books and applications have already become part of the daily life of your students. How to turn a library into a learning center that best suits the realities of today's rapidly changing digital world? I've been a school library designer for many years, and believe me, this is not an easy question to answer.

I recently realized that many of the things that were important in my work five years ago are no longer so important today. For example, I now care little about how many books you have, what the size of the space is, what kind of wood to use for decoration, how many students are in each class, or even where to put the circulation desk. All these questions have been replaced by much more pressing ones. For example, what electronic resources and tools will your students need, what are your school's learning goals, and how should we incorporate these into our library design?

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

1. Make the space moveable and flexible

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

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

Instructional models are changing, and school libraries must take the lead. Collaborative and project-based learning, as well as peer-to-peer tutoring and one-on-one learning, are becoming popular in many schools. Classes are moving away from the "department mentality" and adapting to the different learning styles of their students. Libraries should follow the same logic and change according to the ways students prefer to learn. Flexibility of space is of utmost importance; Traditional library furniture often looks bulky and makes many configurations impossible.

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

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

2. Remember: a library is not a book warehouse

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

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

But when you decide to breathe new life into your print collections, don't shy away from using e-readers and digital reading devices. After all, which format do digital natives prefer the most? A printed book that is stored in a cabinet that is two meters high and requires a ladder to reach it? Or an e-book that can be downloaded to your Kindle, Nook or Sony Reader device faster than finding a ladder? In addition, there is now another alternative to the reader - Ectaco’s jetBook, designed specifically for secondary schools.

3. Insist on strong infrastructure

Don't skimp on your library's electrical equipment. A few sockets on the wall are no longer enough. Media centers must be equipped with the latest technology, and users need the power to support a growing arsenal of electronic devices. Remember that you need to plan for the future, because there will be no return. Once the cement floor is poured, the issue of electrical equipment for the library will be resolved for years.

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

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

Work as quickly as possible with the IT department and school administration to find the best way to implement a secure wireless network in the library, or better yet, a private cloud network. Take the time to listen to their problems and concerns and develop appropriate instructions, but don't hesitate to promote technology that will make it easier for students to access the web and improve learning.

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

What makes a school library modern? Unimpeded access to the Internet? Fashionable, not boring design? All this, of course, is good and even necessary, but without a modern understanding of its functions, the library will remain a huge dusty “bookcase.”

All over the world, a librarian is the most respected, educated, erudite person. And the school library is not only an information office, but also a spiritually nourishing one. This is the heart, the brain of the school, this is a kind of psychological relief room, where it should be cozy and comfortable, light and beautiful. It should have all the best so that children are drawn to the library, and therefore receive a decent education and develop spiritually.
But in reality?

What should a school library be like?

The library (BIC), as well as classrooms, must have high-speed Internet, enough workstations (computers) and access to the Internet via a local network (or via wi-fi) for all users. Employees of this same BIC (librarians, specialists in reading, IT technologies) provide “information support for the educational activities of students and teaching staff on the basis of modern information technologies in the field of library services...”, and the BICs themselves should be “equipped with printed and electronic information and educational resources for all subjects of the curriculum...". And what is very important, in addition to educational, educational and methodological literature and “materials on all academic subjects and courses,” the school library fund in any media should be equipped with additional literature, including “domestic and foreign, classical and modern fiction; popular science and scientific and technical literature; publications on fine arts, music, physical culture and sports, ecology, rules of safe behavior on the roads; reference, bibliographic and periodical publications; collection of dictionaries; literature on social and professional self-determination of students.”

Well, the standard succinctly expresses the essence of what should correspond to the concept of a “modern school library.” Everything else should be reflected in regulatory documents that answer the questions of what and how much should be in an educational institution to ensure the declared educational standard.

What needs to be done so that a qualitatively new modern school library appears and takes root in a modern school?
In my opinion the following:

1. The school library is the most important part of the school infrastructure, the most important component of the pedagogical system of a general education institution. Without a good library, a school cannot implement its educational activities. The librarian should not be a “layer” between the teacher and the technical worker. It is necessary to introduce the qualification “librarian-teacher”. A librarian, like a teacher, teaches children smart, kind, eternal things, protects and develops the interests of students. The librarian needs to be given financial incentives; he should have a normal salary, and not the meager allowance that currently exists. At the state level there should be public recognition of the librarian. And the librarian himself must be a professional, a person who not only uses all forms and methods of traditional library activities, but also introduces innovations in his work. It is in the library that everything innovative can and should develop.

2. IN last years All we talk about is that our children don’t read enough. CHILDREN READ. The question is: what are they reading? What can we give them given the poverty of our funds? Often, when visiting a library and seeing the squalor of the books, a child’s desire to visit it disappears. There are no books that would interest a child. Old, dirty, dilapidated, they repel him from the book in general. All this leads to the fact that children rarely visit libraries.

To successfully implement the ideas of the new standard, library collections must be equipped with printed and electronic information and educational resources for all subjects of the curriculum, as well as additional literature on all types of media.

3. All conditions must be created for working with information - this includes a sufficient number of computers, printers, scanning and duplicating devices for recording and processing information in various ways. Libraries should implement programs to automate library services for students.

4. The library should be provided not only with modern furniture and equipment, but also with consumables and stationery. The library premises must comply with sanitary and hygienic standards, have sufficient area and lighting. Creating such a comfortable library environment will certainly lead to interest not only in the library, but also in books.

5. And most importantly, school leaders should bear non-formal responsibility for the library - acquiring library collections and providing the library with everything necessary for work. In order to solve these problems, financial resources are needed, which the school does not have for the library. This means that librarians work on sheer enthusiasm, which leads to poor quality service for school students and does not meet the requirements for the results of the work of school libraries in the context of the implementation of plans.

There has been a lot of talk about the global crisis of libraries in the digital age, and, fortunately, over the last five years, these conversations have increasingly touched on real examples of overcoming the crisis. If in the general case we are talking about the fact that the library must be rebuilt in order to perform an educational function, then in the case of a school it is assigned pedagogical functions.

A library is not a huge bookcase, but a space with great potential for all-round personal development. The main thing is to reveal this potential. How to instill in modern children a love of reading? How to make the school environment more friendly, open and suitable for modern education? How to teach children information literacy? - these three questions, perhaps, describe the range of tasks that a modern school library faces...

When in the early 2000s the German public was alarmed by the crisis in education, as demonstrated by the PISA results, the Stiftung. Bertelsman developed the “Public Library and School” program. The fact is that in Germany not every school has its own library, and the PISA results showed “failures” precisely in those children’s skills that are related to reading. The Foundation’s program provides recommendations on how to use the capabilities of libraries to “improve” schoolchildren in their ability to read and search for information. For this it was proposed:

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

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

As for the love of reading, school libraries may need to decide on more daring experiments than literary and poetry evenings in renovated interiors.