Olga Skandakova

"A good book is like a germinating seed, it sprouts in the soul, and when this happens, the book becomes a demanding and strict interlocutor."

Viktor Astafiev.

close cooperation between our kindergarten and children's library does not last one year. Some children grow up, others come, but the work does not stop. Traditional forms of work are being replaced new: competitions, theatrical performances, interactive events.

The purpose of this cooperation: early introduction of children to reading fiction, raising a little person as a keen, thinking reader.

We build our work on the basis of agreements on joint activities, which provide for different forms and methods of working not only with children, but also with parents and educators. kindergartens.

For some time now library not only invites the kids, their parents and caregivers, but also herself "comes to visit".

The kids really enjoyed coming. children's library staff, because she did not come empty-handed, but brought books with her! new, interesting, unusual: "living book", a book-panorama, a book-baby, all kinds and count!

From such cooperation wins everyone: the library gets new readers, educators have the opportunity to acquaint children with the latest in fiction, scientific and educational literature, periodicals for preschoolers, and children are introduced to reading, as they form an interest in the book, lay the foundations for a versatile reading activity.

Related publications:

"Introduction to the Library" Synopsis of the event in the preparatory group Preliminary work: The educator and the librarian discuss in advance the time of the excursion and its content. The teacher suggests.

A special place in the educational process of a preschool institution is occupied by familiarization with fiction, which is a means.

Report "Organization of joint adult-children and children's activities" As mentioned above, the Federal State Educational Standard for Preschool Education proclaims the principle of assistance and cooperation as one of the basic principles of preschool education.

In the world of modern technology, parents almost never go by themselves, much less take their children to the library, so we decided to organize.

Consultation for parents "Education of the future reader, or what books are better to be friends with preschoolers"“Education of the future reader, or which books are better for preschoolers to be friends with”In our age of information technology, the role of the book has changed.

Pedagogical living room "Raising a little reader" Pedagogical lounge "Raising a little reader" Purpose: To help parents realize the value of children's reading as a means of education.

Report "Interaction of the kindergarten with the district children's library" Slide 1. Slide 2. In accordance with the Decree of the President of the Russian Federation No. 426 dated June 12, 2014, the year 2015 was announced in the Russian Federation.

Lesson of the School of the young reader for the birthday of Gianni Rodari. Library Lesson "The Wizard of Sunny Rome" Library lesson “The Wizard from Sunny Rome” Objectives: to introduce the works of D. Rodari; introduce children to the work of D. Rodari;.

Interdepartmental cooperation: ways of interaction

A LITTLE ABOUT THE LIBRARY

The mansion at 14 Sovetsky Prospekt is well known to Vologda residents. On September 1, 1970, a regional children's library was opened in this house, an architectural monument of the 19th century. For more than 35 years, the library has been welcoming readers of all ages, trying to satisfy their diverse interests and tastes. Toddlers come here with their parents to choose a book and enjoy an evening of reading aloud. Adolescents are in a hurry in search of the necessary literature on a variety of topics. Often you can meet entire delegations from schools and kindergartens - these are participants in events held in the library. We are not bypassed by adults involved in the training and education of the younger generation.

The modern children's library is an open world focused on the living and changing needs of the child. Thanks to new technologies, the information capabilities of the library are increasing, interaction with various organizations and departments is being strengthened. Libraries are creating new structures, specializing and expanding the needs of readers.

The Vologda Regional Children's Library (VODB) is characterized by two directions: social partnership and active project activity. The interaction of the library with state and public organizations allows us to equally successfully solve traditional issues of professional activity and carry out active work on the implementation of innovative projects.

In 2007, a new division was created in the library - the Department library innovation. Search, creativity, forward movement are the principles of his activity. We look for and find non-traditional forms of work, study, generalize and implement best practices in practice.

Department of Library Innovations:

Studies and analyzes the experience of innovative activities of libraries in the country, region, creates programs for the introduction of innovations in the activities of the WODB;

Provides organizational and methodological support for the program and design activities of the library;

Organizes library-wide public events;

It cooperates with various institutions and organizations dealing with the problems of children and adolescents.

One of the activities of the department is building partnerships with government agencies, social services, educational institutions of the city and region, as well as with various institutions and organizations dealing with childhood problems.

Our partners have already become:

Commissioner for Children's Rights and Service for Children's Rights of the Government of the Vologda Oblast.

Vologda branch of the Russian Children's Fund.

LLC "Business-Soft" is a regional representative of the computer reference legal systems "ConsultantPlus".

Department of Education of the Vologda Oblast.

Vologda Institute for the Development of Education.

Institutions of general and additional education (preschool institutions and schools of the city, city center for civic education, SEI "Center for additional education of children", the Palace of creativity for children and youth and its structural divisions).

Centers for social assistance and social rehabilitation (Territorial Center for Social Assistance to Families and Children, Social Rehabilitation Center for Minors "Phoenix").

Medical and preventive institutions (Vologda Regional Center for Medical Prevention, Department of Medical Prevention of Polyclinic No. 1 in Vologda, Vologda Regional Center for the Prevention of Infectious Diseases, Children and Adolescent Service of the Vologda Regional Narcological Dispensary).

Penitentiary institutions (Temporary Detention Center for Juvenile Offenders of the Department of Internal Affairs of the Vologda Region, Vologda Educational Colony of the Penal Institution of the Ministry of Justice of Russia for the Vologda Region).

LEGAL PROGRAMS

Getting into difficult life situations, the child is often left alone with his problems and is forced to take care of his rights himself. Sometimes, unfortunately, choosing the wrong and not quite legal path. In our region - in one of the first - a position was introduced commissioner for children's rights. And in September 2004, under the government of the Vologda Oblast, a Children's Rights Service.

Service Tasks:

Control over observance of the rights, freedoms and legitimate interests of children living in the region;

Work to restore the violated rights, freedoms and legitimate interests of children.

It should be noted that services for the rights of the child are not available in all regions of Russia. The Children's Rights Service of the Government of the Vologda Oblast works with the governor and his deputies, and therefore has administrative leverage to protect the rights, freedoms and legitimate interests of children.

Commissioner for Children's Rights Valentina Aleksandrovna Golovkina is a frequent visitor to the library. She assists the library with books and methodological materials on legal topics, takes part in events aimed at developing a respectful attitude towards the law among children and adolescents.

In 2004, the library began business cooperation with the regional representative of the ConsultantPlus company, Business Soft LLC, within the framework of the non-commercial project “Information Support Program for Russian Libraries”, thanks to which the databases of the family of reference legal systems (RLS) are installed and updated weekly in the library. Consultant Plus". The company provides preferential access to its information resources, trains library staff to work with legal reference systems, provides the library with the necessary educational and methodological literature on the systems of the ConsultantPlus family.

Our visitors can independently work with electronic databases (three computer places for users - in the department of documentary and information support for education). If it is difficult for them to navigate on their own, then they receive the necessary information with the help of a consultant (one computer place in the methodological department, one in the information room, one in the department of children's reading leaders). We provide information not only to children, but also to parents, teachers, educators, students, as well as to all interested parties.

Practice shows that the guys use not only traditional printed publications: they easily and with pleasure turn to electronic sources.

A very large number of requests fall on the thematic selection of official information. Requests are very diverse - from tasks solved by human rights organizations to benefits provided to children with disabilities.

Library staff have developed and are holding events for readers using the ConsultantPlus SPS. During these events, working with documents, students of the city's schools gain knowledge about the basics of the legal system of the Russian Federation, the state and economic structure of the country, and international human rights law. All this information is useful for schoolchildren in cognitive terms, as it contains many definitions and concepts relating to various aspects of the life of the state and society.

In September 2006, the library took part in I Regional competition "For the best use of reference legal systems "ConsultantPlus"" organized by the regional representative of "ConsultantPlus" LLC "Business-Soft". The competition was held in absentia, assessments were made according to the following criteria:

Presentation by the participants of photo and video materials of the design of special jobs;

Carrying out activities using the ATP "ConsultantPlus", seminars to train readers to work with the ATP "ConsultantPlus";

Knowledge by specialists of the library of ATP "ConsultantPlus";

The number of requests for legal information made with the help of the "ConsultantPlus" SPS.

26 regional libraries participated in the competition. The regional children's library took the second place in this competition.

Since 2007, our library, together with the Department of Education of the Vologda Oblast and Business-Soft LLC, has been conducting Regional legal competition for schoolchildren.

The purpose of the competition is to increase the level of legal culture of the individual.

Promoting the legal education of students.

Promoting understanding of the importance of law and legal knowledge in the life of society.

Development of independent thinking of children, their skills of working with information.

Formation of skills in the use of ATP "ConsultantPlus".

The regional legal competition is held annually in three stages:

District correspondence;

Intermediate - training the winners of the district stage to work with the ATP "ConsultantPlus" and performing practical tasks using the system (conducted on the basis of district libraries and / or educational institutions);

Regional (final).

To participate in the first, correspondence stage of the competition, it is necessary to send written answers to two questions to the organizing committee: practical and theoretical.

In 2008, in order to draw the attention of high school students to events in the political life of our region and country, the theoretical question was formulated as follows: “Do you think participation in elections is a right or a duty? Justify your answer." The practical issue required the ability to draw up a legally correct receipt. The works of the contest participants showed the importance of legal knowledge in the life of modern society. 200 works from 17 districts of the region were sent to the organizing committee.

Based on the materials of the Regional Legal Competition, the library published a collection of creative works by students of grades 10–11 of the Vologda Oblast schools “Elections through the Eyes of Future Voters”. The solemn ceremony of summing up the competition took place in May in the Legislative Assembly of the region.

We believe that the library, in cooperation with the regional representative of the SPS "ConsultantPlus", actively uses the information resources it has.

COOPERATION WITH EDUCATION

A cooperation agreement was signed between the WODB and Vologda Institute for the Development of Education. Within the framework of the agreement, the following goals and objectives of joint activities are defined:

Attracting the attention of the public and government agencies to the support and development of reading for children and adolescents, parents, teachers, librarians;

Revival of the value of reading, increased interest in books and literature, development of children's literary creativity;

Creation of a system of informing the population on issues of children's and family reading, selection and application of the most effective forms and methods of work, exchange of accumulated experience;

Participation in advanced training of school and children's librarians in the field of:

Modern technologies to support and promote children's reading,

Literary local history,

Aesthetic, patriotic, legal education, etc.;

Exchange of experience between librarians at the regional and all-Russian level.

The library continues to cooperate with institutions of general and additional education. We provide methodological and organizational assistance to teachers in holding major city events of various kinds. Throughout the year, library staff conduct a cycle of events for various library programs.

Since February 2008, WODB started to conduct for Vologda schools action "Day of the regional children's library at school".

Action objectives:

Demonstrate the possibilities and information resources of the library;

To intensify cooperation and unite the efforts of schools and libraries in the upbringing, education and cultural development of young citizens.

On this day, library staff, arriving at the school, introduce teachers to book novelties on teaching methods and extracurricular activities, as well as to the methodological materials of the WODB. Literary games, library lessons, music lessons, reviews of periodicals are offered for students of all ages. The new form of work turned out to be interesting, relevant and in demand: new readers appeared in the library, attendance increased. We are confident that holding such events in the city's schools will become a good tradition for WOCS.

CHILD WITH FAMILY AND WITHOUT FAMILY

The children's library cooperates with social service institutions for families, women and children: Territorial center for social assistance to families and children and social rehabilitation center for minors "Phoenix".

One of the activities Territorial Center for Social Assistance to Families and Children is work with children on health-improving, rehabilitation, preventive, corrective programs. For the day-care rehabilitation group "Chance", for teenagers who find themselves in a difficult life situation, the library specialists have developed a series of events on legal topics "In the Name of the Law". Here are the main topics of conversation:

1. Misdemeanor. Offense. A crime.

2. Criminal liability of minors.

3. Stop at the criminal line!

In these classes, the guys get acquainted with their basic rights and obligations, find answers to relevant questions (What is a right? What rights exist? Where are they recorded?); show their knowledge in the field of the rights and freedoms of the child; discuss situations related to the violation of these rights. We try to help the child not be left alone with their problems, together with them we are looking for answers to the most important questions, we are trying to teach them to distinguish good from evil. A serious and confidential conversation with a teenager about his rights and obligations within the walls of the library helps to form the right life guidelines.

Social rehabilitation center for minors "Phoenix" is another institution where children are not only provided with medical and psychological and pedagogical assistance: here they can also live and eat around the clock. His students are frequent visitors to the library. The children take an active part in all the competitions that she holds. Working with the social rehabilitation center "Phoenix", we were convinced that there are no difficult children. There are children with “free”, unrealized energy, which is important to direct in the right direction. All activities carried out for the children of this center contribute to the creation of a healthy moral and psychological climate, a friendly style of relationships - everything that helps in the formation of the right position in life.

The library also has experience of cooperation with special educational institutions for minors of a closed type. This is, first of all, Temporary Detention Center for Juvenile Offenders (TSVNP). There are children from 8 to 14 years old. It is at this age that the formation of character and the formation of personality takes place. And on how this period develops in a person’s life, his future largely depends. Therefore, when working with this institution, we see our task in creating conditions for the “entry into life” of children with behavioral disorders.

The library provides professional assistance to the TsVSNP, using many library and information forms and methods inherent in it. The puppet shows prepared by the library staff seem especially fascinating to the children. For example, "Lord of Dust" - on the ecology of the home, held for World Health Day, and "The Book - the Eighth Wonder of the World" - for Children's Book Week. Juvenile delinquents are very worried about the puppet characters, lively answer the questions of the quiz. At first, such a reaction to the performances was unexpected for us. We are very pleased that we did not make a mistake by choosing this form of work. Children of this category are deprived of the warmth and attention of adults, so at such events they are grateful listeners and interlocutors.

HEALTH AND AROUND IT

For many years, WODB has been working with medical and preventive institutions of the region and the city in the promotion of a healthy lifestyle. Acting in this direction, we managed to establish contact with the children's and adolescent service of the Vologda Regional Narcological Dispensary and continue cooperation with Regional Center for the Prevention of Infectious Diseases and Regional Center for Medical Prevention. Specialists of the prevention departments of these institutions have prepared thematic booklets that we use in our work. They contain information on HIV/AIDS, drug addiction, hepatitis, STIs 1 intended for teenagers, their parents and teachers.

Every year on June 1, International Children's Day, the library holds campaign for International Children's Day and asphalt painting competition.

In recent years, on this day in the children's park opposite our library, employees of the Regional Center for Medical Prevention for Adults and Children open: a tent is set up, equipped with medical equipment, where everyone can measure their height, weight, blood pressure and get individual advice. Children's librarians organize and conduct outdoor games, contests, quizzes for the participants of the action, check the children's knowledge of the rules of a healthy lifestyle and human hygiene. All those who attended the event are offered booklets and memos prepared by the library together with doctors, promoting a healthy lifestyle.

Every year, together with the Regional Center for the Prevention of Infectious Diseases and the Department of Medical Prevention of the Polyclinic No. 1 in Vologda, on the eve of the International Day against Drug Addiction and the Spread of Drugs, a competition of children's posters promoting a healthy lifestyle, "I choose life!", is held. The competition is attended by children attending summer city and school camps, social and rehabilitation institutions.

Since 2006, the library began cooperation with Children and Adolescent Service of the Vologda Regional Narcological Dispensary. In a very interesting and exciting way, joint events are held in the library - trainings on the formation of healthy lifestyle skills.

“My health” is the name of a group lesson for schoolchildren of the city. The main goal of the event is the prevention of drug addiction, substance abuse, and smoking. Teenagers are invited to come up with advertisements for a healthy lifestyle. The guys themselves prepare advertising posters "Healthy Eating", "Healthy Family", "Healthy Rest", "Health and Sports". After completing the task, teenagers present their creative projects. The event ends with an advertising campaign in favor of health and an active, fulfilling life. Training also contributes to the development of the ability to defend one's position in life, teaches to overcome difficulties.

As part of the regional campaign "Quit smoking and win!" and the library program "Lifestyle - Health!" In February 2008, the WOCS and the Vologda Regional Center for Medical Prevention announced a regional competition of children's creative works "The new generation chooses a healthy lifestyle!".

By organizing this competition, we set ourselves the following tasks:

Promoting a healthy lifestyle;

Prevention of the use of psychoactive substances;

Development of creative abilities in children and adolescents.

The competition was held in two categories:

"My family is for a healthy lifestyle" - a competition of drawings and posters.

"Youth Against Tobacco" - a slogan contest (a slogan is a short slogan expressing some kind of judgment; a concise, clear and easily perceived formulation of an advertising idea).

More than 200 works were submitted for the competition in the nomination “My family is for a healthy lifestyle”. These are drawings and posters made in a variety of techniques (pencil, gouache, watercolor, pastel).

I was pleased that children of all ages (from first graders to graduates) from 13 districts of the region and the city of Vologda took part in the competition. It was not easy to determine the winner: all the children tried very hard and tried to show the importance and necessity of observing the laws of a healthy lifestyle.

After reviewing and discussing the submitted works, the competition committee, which included representatives of the Vologda Regional Center for Medical Prevention and the Vologda Regional Center for the Prevention of Infectious Diseases, determined the winners in three age categories.

Since 2008, within the framework of the library program "Lifestyle - Health!" library specialists, together with medical psychologists, conduct field seminars "Health as a personal resource" for heads and employees of children's libraries of the region, workers of social and medical services. The participants of the seminars get acquainted with the review of the literature on the topic "Healthy lifestyle", discuss the impact of nutrition and physical activity on human health, get acquainted with the risk factors for the development of non-communicable diseases. (For more on this work, see The Librarian and Children's Health, published in the same issue. – Note. ed.)

We are sure that such preventive work should be carried out only in close cooperation with specialists, strictly observing the principle “Do no harm!”. Only in this way, by reflecting on serious and non-childish problems, children will be able to learn to appreciate and love life.

In addition to the partners already mentioned in this article, among the friends of the library are a number of bookselling organizations that act as sponsors of children's creative competitions.

Thus, the library, working in cooperation with various organizations and departments, increases its educational and informational capabilities.

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1 Sexually transmitted infections.

Probably, the article will not strike your imagination with its uniqueness and novelty. Everything described is known and very successfully applied. But, in the opinion of the author, today the issues of cooperation come to the fore, and that is why it is worth talking about them again, systematizing everything that has been developed and discovering something new in the already well-known.

COLLABORATION and sharing of resources is a longstanding tradition in librarianship. Librarians are accustomed to reaching out to colleagues for a variety of materials.

No library in the world has ever been and never will be self-sufficient. And this is especially evident now, during the victorious march of the Internet. Collaborative processes are becoming not only desirable, but necessary. The introduction of library automation systems, the availability of the Internet, as well as common difficulties (which are known to pull together) open up new opportunities for collaboration and resource sharing.

How to properly organize this kind of cooperation and how can new information technologies help in this?

Collaboration as a modern way of working

Why is interlibrary collaboration so important today? We will name only a few reasons, perhaps the most primary and obvious.

– Growth in the number of published books and multimedia tools (CD, DVD, WWW-technologies). Buy all impossible, and using the funds of colleagues is quite realistic.

– Financing restrictions. Many libraries do not have enough own funds to expand their collections in accordance with user requests.

– It is very difficult to support and develop innovative, unexplored activities “alone”. For example, associated with library automation, with the formation of collections of electronic information resources.

All this aims libraries to continue/develop the long tradition of "working together for a common good".

Information Technology
in support of library cooperation

However, before considering the existing models of cooperation, let's try to find out how important the development of such activities is for libraries.

Indeed, what are libraries primarily focused on in the context of the active introduction of information technology? That's right - automation!

Library automation is a complex and lengthy process. It's not just a matter of installing a data processing system. It is also a question of development / adaptation organization structures to maximize the benefits that information systems provide.

The already existing experience in implementing library automation allows us to conclude the following sequence of practical work in this area.

Most often, the first step in automation is to create library catalog. It can begin to form both with retroconversion and with the entry of new receipts.

When work on maintaining an electronic catalog is established and is being carried out in working mode, attention is turned to other library processes: automation book lending, packaging(including subscriptions).

A clear stage in the development of automation in the library is access readers to the electronic catalog.

Over time, and very slowly, the necessary automation is created. infrastructure: additional "workstations" are installed, intra-library and/or intra-school network. As part of this work, it is important to have good network bandwidth, as new systems and technologies require more data to be transferred at higher speeds.

Support for interlibrary collaboration based on the use of AIBS is usually considered last. This is one of the most difficult processes. Libraries need to be able reach an agreement about how they will work using each other's databases, how they will exchange resources, what joint services they can offer users. It is very important to carefully plan this part of the work, agree on interoperability standards, and conclude agreements with other libraries as early as possible.

How is cooperation between libraries established and developed in practice? This process is slow, gradual, step-by-step.

1. The first step is usually exchange of information about catalogs, funds and the availability of these funds.

It is then possible to create and maintain a consolidated catalog. The exchange of data that libraries create can be done either through a central database as a single access point for all libraries (this way is used more often) or through a special server / set of servers that support the Z39.50 protocol.

All participating libraries get access to a single database or a common server. Now participating libraries can both search in their own catalogs and get information from them, and find the necessary materials in the catalogs of other libraries.

The summary catalog is updated (updated) at a specified frequency (weekly, monthly). Most often, various media are used to enter new information: flash drives, CDs, floppy disks.

2. The next step in the development of cooperation can be the introduction of technologies for ordering and receiving publications from other libraries, the so-called interlibrary loan(MBA). This process can be supported centrally if such a service is integrated into the union catalog. Or it can be done directly between separate libraries. It is important to be able to use the bibliographic information received by the search engine when ordering publications. That is, to be able to combine the search functions and the IBA ordering function.

The most important part of the joint work is to reach an agreement on the use bibliographic record standards. This is necessary so that the processes of processing and replenishing the databases are the same, unified. This approach will allow maintaining a single corporate standard for data presentation, which will make the jointly created resources really useful, working.

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Collaboration Models

So, let's take it as an axiom that cooperation is still included (albeit not in the first place) in our plans for the development of libraries. What can it be? Libraries cooperate with each other in different ways, time and conditions determine the priority of certain forms/models of interaction.

departmental community. Most often, relations between libraries are governed by a certain set of rules established by the relevant ministry to which they report. The organization of cooperation between school libraries in practice differs from the model of interaction between public libraries, since these institutions are subordinate to different departments, the goals and objectives of which are different.

Thus, the most common scheme of cooperation is built within a certain type libraries: school interact with school; public - with public. Life is pushing the majority of libraries to this method, since only in this case they can count on centralized departmental funding. According to the authorities, this ensures a fair distribution of resources.

This model is the most natural, simple and therefore good. But it can become a "straitjacket", a brake on libraries that want to expand cooperation with other libraries and develop new services.

Interdepartmental partnership. Cooperation between libraries of different types is justified, sometimes it is due to geographical proximity, libraries can match each other in terms of innovative, human resources. I must say that the development of partnerships outside the framework of one department can have an unexpectedly strong effect.

The success of the interaction of public, children's, youth and school libraries depends on the socio-cultural situation in the region, on the support of the leadership and the flexibility of organizational relationships between departments.

Interdepartmental interaction can take a variety of forms:

Development of soft forms of cooperation that are not documented and normatively fixed;

Organization of centralized work systems;

Formation of consortiums, work in corporate networks.

At the same time, the basic and unshakable position should remain: children should be provided with all possible and most comfortable conditions for learning, education, and for working with information.

First form organization of partnerships does not require special explanation. We are all familiar with the practice when libraries help each other in holding public events or simply with advice and advice. Most often, such relationships are based on personal connections, long-standing friendships, and sometimes on the “patronage” of an older and more experienced colleague.

Second form– interaction based on centralized systems. The key word here is "center". That is, in this model there is always a structure that is organizationally and methodologically dominant. You say: “What is new here? We all know what CBS is!

The difference is that libraries of different departmental affiliation are subjected to centralization. An example of interdepartmental centralization can be the activities of the Centralized System of Children's and School Libraries in the city of Ozersk, Chelyabinsk Region.

Library services for the entire children's population of Ozyorsk are provided by the Centralized System of Children's and School Libraries (CSDShB). It includes the Central City Children's Library and 22 of its branches in schools and institutions of additional education.

TsSDSHB has a single fund, a single reference and bibliographic apparatus, a single automation system in all branches (including school libraries). 70% of the TsSDSHB library fund is located in school branches. The fund of textbooks is kept, and literature from it is issued in school libraries.

TsSDSHB departments work for all divisions of the system. So, procurement department and processing forms a single fund, "paints" publications for the electronic and card catalog. The school librarian receives ready-made records - cards - for the traditional catalog. In addition, ready-made records for the electronic catalog and electronic databases are sent to school libraries by e-mail (or on disks). It should be noted that these records contain information not only about the publications of this school library, but also about the entire collection of the TSSDShB. Thus, the school librarian is freed from processing new arrivals, which significantly saves working time. In addition, the school library has data on all system resources. If necessary, the school librarian can order and borrow literature from the collections of other libraries.

School libraries send information to the acquisitions department about what periodicals they plan to subscribe to and what literature (according to the profile of the school) they need.

Bibliographers TsSDSHB "paint" periodicals, and these records in electronic databases are available in school libraries. They are transferred to school libraries and recommendatory bibliographic manuals.

Methodists TsSDSHB coordinate activities in the libraries of the system, organize events to improve the skills of employees.

Department of Automated Library and Information Systems implements ABIS in subdivisions and branches; coordinates the creation of its own electronic resources; use of corporate databases; arranges service for remote users; trains employees.

The economic efficiency of centralization is obvious. This work is carried out:

Single "painting" of periodicals;

Centralized order of literature;

Centralized processing of literature;

Professional maintenance of bibliographic resources;

Unified regular system of advanced training.

Third form– creation and maintenance of consolidated catalogs, formation of consortiums, work in corporate networks.

Summary catalogs

Many libraries prioritize the work with the electronic catalog. They organize cooperation on the basis of one joint catalog or more of them. Such a catalog contains bibliographic information and data on the collections of all libraries participating in the project.

Summary catalogs are an effective means of finding and sharing common resources. The completeness and reliability of the search increases, time costs decrease, and there is a potential opportunity to choose the redirection of the order.

The union catalog is organized and managed by an independent organization owned by the participating libraries, and then we are talking about the union catalog of the library consortium. In addition, a consolidated catalog can be formed by order of responsible organizations: various ministries and departments.

Library Consortium

The concepts of "corporate systems", "corporate networks", "consortia" in our country came into use about eight years ago and have since become firmly entrenched in the vocabulary of Russian librarians.

Many libraries in Russia today are members of corporations of various levels (federal, regional) or take part in corporate activities. Library consortia create various corporate information resources: electronic catalogs, full-text documents, authority files and dictionaries, electronic textbooks and collections, etc.

Thanks to the activities of consortiums, libraries in many regions have gained free access to each other's resources, and library users have access to expensive foreign and Russian electronic scientific journals and databases.

The consortium is usually governed by a special board, which includes representatives of the participating libraries. All relationships between libraries are recorded in special documents.

This interaction model is used in cases where libraries make heavy use of the IBA and/or use one information system (AIIS). A common information system enables more coordinated interaction in matters picking and cataloging. In addition, it is convenient to Search publications in libraries that are members of the consortium. This model also assumes the development of such a service as electronic delivery of documents.

Catalogs in consortiums are of two types: unified consolidated electronic catalogs and distributed electronic catalogs.

As practice shows, in recent years they have often limited themselves to creating a distributed electronic catalog of a consortium/corporate network, which allows obtaining comprehensive information about partner funds. So, for example, the basis of the ARBICON association is distributed electronic catalogs of the association's members.

Distributed electronic catalogs are always up to date, as they are regularly updated directly by the holding library.

Modern Russian library consortiums unite libraries of different departmental subordination and different regions. These libraries differ in the level of development of the technical base, telecommunications infrastructure and technology; by level of funding.

A big problem is the financing of libraries of various departments working in one regional consortium. It would seem that regional governments and local authorities should be interested in the development of such regional associations that will provide wide access to information for all social groups of the population. But in practice, the libraries do not feel the corresponding interest.

Examples of Russian consortiums.

ARBICON– Association of Regional Library Consortiums. Established in May 2002. The main purpose of the creation is “Assisting Russian libraries in providing better information support to users through the introduction of modern library and information technologies, modernizing library resource management, primarily in the processing of incoming literature, as well as in the operational use of resources remote libraries of the country based on access via the Internet.

Today ARBICON unites about 160 libraries (individual members) and 13 consortiums (corporate members) within a single informal organizational and technological system that provides information resources for corporate use.

Today, a single point of access to the catalogs of ARBICON member libraries has been created using the Z39.50 protocol; there is access to the resources of each member through regional centers.

LIBNET- national information and library center. Tasks of LIBNET:

– formation of a unified catalog of Russian libraries (SCBR);

– creation of a standard national bibliographic record for publications entering the libraries of Russia;

– reducing the total costs of the country's libraries for cataloging publications by borrowing bibliographic records from the SCBR;

– providing a single point of access for Russian and foreign users to the bibliographic resources of Russian libraries, etc.

The creation of an all-Russian consolidated electronic catalog is of national importance, as it solves the urgent task of disclosing for users the huge information resources accumulated by libraries.

Its creation makes it possible to obtain information about the content of the collections of the largest libraries in Russia, organize the rational delivery of documents to users throughout the country, coordinate the acquisition process, and organize the process of centralized cataloging by borrowing bibliographic records for most libraries.

The number of bibliographic records in the union catalog is more than 7 million, 89 libraries are members of LIBNET.

Consortium of the Interregional Analytical Painting of Articles(MARS). Today, about 100 libraries participate in it, which are also partners in other regional and interregional consortiums.

Consortium "Corporate Network of Moscow Libraries"(KSMB) unites more than 36 partner libraries, including the State Public Library for Science and Technology of Russia, VGBIL named after V.I. M.I. Rudomino, BEN RAS, Central Scientific and Library Library, public libraries and the Central Library Library of Moscow, scientific libraries of universities in Moscow and Rostov State University.

Corporate networks

A corporate network (CN) is a way to create publicly available unified information resources, as well as a way to significantly reduce financial and labor costs for their creation.

All participants of the CS have access to the unified catalog and unified information resources: reference and information publications, full-text documents, multimedia materials. Automated systems that are used in corporate networks must be compatible with the main communication formats (RUSMARC, UNIMARC, USMARC), support WWW technologies and the Z39.50 protocol.

Members of the corporate network consolidated electronic catalog. How does this happen? The sequence of actions may be as follows:

The library - a member of the corporate network, having received a new edition, searches for a bibliographic description for this edition in the union catalog.

If the entry already exists, the library adds the sigle (label) of its library to the summary catalog and copies the entry to its directory for further editing.

If there is no entry, the library creates a bibliographic description for the publication. You can search for a description for borrowing, i.e. look for an entry in authoritative external sources (RKP, ARBICON, etc.) in order to copy it into your directory.

If it is impossible to borrow, the description is created independently. It is stored in the union catalog with a note indicating that verification by the union catalog editor is required.

Based on the unified catalog in corporate networks, you can search for data, carry out interlibrary services (ILS) and electronic document delivery (EDD).

In order for the CS to operate clearly and smoothly, it is necessary to develop documents and decisions that will regulate the organizational and technological rules for working in it. In addition, it is necessary to systematically improve the skills of library staff - members of the CC.

What can attract work in corporate networks? It allows to reduce the time and cost of bibliographic processing of documents; makes it possible to use the jointly created joint resource for all libraries participating in the CC, provides services for the exchange of bibliographic, reference and other information. In addition, the expediency of library membership in corporations, corporate networks is determined not only by the desire to increase work efficiency, but also by “political” considerations: work in a corporation allows the library to shape the image of a modern innovative organization.

In practice, when organizing inter-corporate networks, the following problems arise:

Financial: costs of implementation, maintenance, updating of modern automated systems;

Technological: conversion problems related to the peculiarities of technologies used in libraries and AILS; quality problems of bibliographic descriptions, the need for strict adherence to cataloging standards in all libraries;

Problems of staff qualification and responsibility for the quality of the recording.

As an example of corporate networking, we can name a pilot program for creating a model corporate network based on the libraries of educational institutions - resource centers. This is part of the Library/Media Library project. 21st century” (St. Petersburg).

Conclusion

The business of the future for all libraries is the establishment and development of cooperation with other libraries. All libraries, no matter their size, will benefit from working together.

In our opinion, in relation to school libraries, it is still more expedient to talk not about corporations, but about associations, as a softer and less costly form of interlibrary interaction.

But if you, "despite and contrary", are still determined to "turn the Earth", do not rush. Before you start forming a consortium or corporation, try to answer some questions.

1) What should the library get from its corporate activities?

2) What benefit can the library bring to other partners in the corporation?

3) What resources need to be invested in a common project in order to get from it a return corresponding to the costs?

4) Does the library take on unnecessary work that will not give anything useful either to the library itself and its users, or to the corporation as a whole?

The article considers reading as one of the ways of working with information and a means of educating and developing a student. The experience of organizing the interaction of a school, library, and family to develop students' interest in reading is revealed.

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Theory and methodology of training and education

(by regions and levels of education)

The interaction of school, library and family in the education of the Reader.

Interaction of school, library and family in education of Reader.

Dorofeeva S.V. Petrova O.A.

Russia. The Republic of Sakha (Yakutia). MBOU "Mar-Kyuel secondary school"

Dorofeeva S.V., Petrova O.A.

Russia, Republic of Sakha (Yakutia), MBOU “Mar-Kuel high school”

Annotation: The article considers reading as one of the ways of working with information and a means of educating and developing a student. The experience of organizing the interaction of a school, library, and family to develop students' interest in reading is revealed.

Abstract : In this article reading is considered as one of the methods of work with information and the method of education and development of pupil.

Keywords: interaction, children's reading, forms of extracurricular activities

key words : interaction, childhood reading, forms of extracurricular activity

In the Federal State Educational Standards, reading is considered as one of the ways of working with information and a means of educating and developing a student. Today we note with regret that reading takes up less and less space in the lives of our children. It is being replaced by television and video, the computer and much more.

Reading remains the most important tool for education and personal development. Reading forms the qualities of a developed and socially valuable person. A person who can grasp the whole, adequately assess the situation, quickly make the right decision, have a larger memory, better speak, formulate more accurately, write more freely.

To achieve effective results in the management of children's reading is possible only in close cooperation of the library, school and family. Three components - school, family, library - create an environment that forms the Human Reader, the Human of the 21st century.

In modern society, problems in the field of children's reading, unfortunately, exist. This is proved by the fact that specialists from various fields of science are working on this problem today: librarians, teachers, psychologists, teachers of higher education, etc.

The topic of children's reading at the present stage is most deeply studied by sociologists and psychologists Chudinova V.P., Golubeva E.I., Malakhova N.G. For the analysis of this problem, the works of Smetannikova N.N., Samokhina M.M., Kharitonova O. I., in which the socio-psychological foundations of interest, motives for reading in childhood were studied. The experience of the design work of II Tikhomirova is interesting.

M. M. Bezrukikh believes that the foundation of the problem is not that there are no books, and the point is not that children do not want to read, but that they are poorly taught to read. That is, the child does not form an adequate, physiologically appropriate reading skill.. As M. M. Bezrukikh notes, the task of teaching children to read at the initial stage is to teach the child to understand what he reads. M. M. Bezrukikh, having studied the reasons for the loss of interest of modern children in reading, identified three main reasons:

• poor teaching of the child to read;
• not maintaining the child's interest in reading;
• the need to move from reading aloud to reading "silently".

According to M. M. Bezrukikh, it is necessary to explain to the child how to correctly switch from reading aloud to reading “to oneself”, be patient and study with him for some time, but according to M. M. Bezrukikh, in Russia, on a modern stage, it is not done[3, p.21] .

One of the factors in the problem of children's reading in Russia, as S.A. Denisova notes, is upbringing in the family. If reading is an important part of the life of adult family members, the child picks up and absorbs it. Impressions received in childhood remain for life and are realized by children already in their own family.

Thus, we can conclude that many studies in the field of children's reading are still relevant for the pedagogical and library community.

For many years, the methodological associations of primary school teachers, the humanitarian cycle of the MBOU "Mar-Kyuelskaya secondary school", the librarian of the rural branch have been working together to develop students' interest in reading.

We present to your attention some of the accumulated experience in organizing the interaction of the school, library, family. We have identified the following areas of work for the interaction between the library and the school:

Formation of reading needs;

Development of reading and information culture;

Teaching the basics of BBZ, the ability to work with information.

Forms of work:

Implementation of joint projects, programs of elective courses, extracurricular activities;

Development of a list of literature for extracurricular readings;

Joint events, promotions, competitions that draw attention to reading;

Extracurricular work;

Organization and conduct of the NPC.

For the full moral and aesthetic development of the individual and the formation of a reading culture in unity with various forms of extracurricular work, extracurricular activities in libraries, in institutions of additional education, work is being done with the families of students.

Forms of work:

Joint projects, actions;

parent meetings;

Workshop;

Competitions "The most reading family";

Participation of the family in correspondence, remote quizzes.

Thanks to the joint activities of the school, family, libraries, they took part in the competition of creative projects under the targeted program of the Republic of Sakha (Yakutia) "Creating conditions for the spiritual and cultural development of the peoples of the Republic of Sakha (Yakutia)" with the project "Volunteers of book culture" .

The goal of the project was to attract new readers and form a positive image of reading in them by achieving the most comfortable environment in the library, promoting high-quality literature that educates morality, citizenship, patriotism and love for the native land; development of family reading. The main goal of the project was to contribute to the upbringing of a generation of spiritually and morally active citizens - book culture volunteers.

Within the framework of the project, it was planned to conduct a series of activities aimed at fulfilling the above goal:

1. Holding a scientific-practical conference "Maar-Kuelum - min dodum" for further study of the history of the nasleg.

2. Issue of the information bulletin "Panorama+".

3. Conducting an elective course "Bibliokaleidoscope" for schoolchildren at the library.

4. Creation of favorable conditions for spending leisure time in the library in order to view, read both traditional and electronic media, especially on legal issues.

The purpose of the pedagogical interaction of the school, library and family is the formation of independent reading activity of students, the development of creative potential, communication skills that ensure the formation of the student's personality. The project “My family during the war years” was implemented, the authors of which were students of grades 7-8. The aim of the project was not only to study the history of the native village during the Great Patriotic War with the study of the history of their family, but also to create a book about relatives written by the students themselves

The project was implemented according to the following plan:

The project participants were divided into the following groups:

• Group 1 - collection and processing of materials
• Group 2 - development of the march route "Mar-Kyuel - Borduolakh", in places where monuments are erected
• Group 3 - computer layout of materials.
• Thematic class hours dedicated to the 65th anniversary of the Victory:
• “Our countrymen are war and labor veterans”, “Monuments in our village”,
• "War in the fate of my family."
• Publication of essays in the school newspaper. Composition of students "My family in the struggle for victory."
• Action of good deeds. Timurovskie exits.
• March - a throw to the places where monuments to fellow countrymen-warriors are erected.
• School festival “Salute, Victory!» . Literary and artistic montage "My family is a part of the Victory".
• Victory Day. Meeting with grandparents - home front veterans at a solemn rally. Participation in a military parade.
• Memory watch. Torchlight procession on May 9
• Military sports game "Zarnitsa»

The result of the project was the publication of the books "My family during the war years", "No one is forgotten, nothing is forgotten." A presentation of new books was held, where veterans of the home front and labor were invited. Live communication with the "heroes" of the book was an unforgettable moment of the event.

A teacher is a person designed to stimulate a student to self-education through the satisfaction of his reading needs. The types of extracurricular activities to attract students' interest in reading are extremely diverse. They are divided into three large groups:

• permanent extra-curricular activities (circles, elective courses, information stand) operating throughout the academic year;
• episodic (quizzes, competitions, tournaments of experts, olympiads, dramatizations according to proverbs, phraseological units, fables;
• combined forms of extracurricular work - a week of the Russian language and literature, a decade of Slavic writing. They usually include competitions, reports, quizzes, lectures, talks, evenings, defense of presentations and much more.

The Week of the Russian Language and Literature, the Week of Children's Books, the decade dedicated to the Day of Slavic Culture and Literature and the All-Russian Day of Libraries are held annually. The result of these activities is the identification of the reading class itself, the most reading student of the class and school, who are awarded certificates with the appropriate nominations.

Combined forms of extracurricular work are actively used in the Children's Book Week. Every year, the organizers of the week try to diversify the forms of holding events so that children's steady interest in books and libraries does not weaken. A week of children's books for primary school students was held under the name "Korney Chukovsky - 125".

Program of the week:

1st day. Introduction to the program of the week.

2nd day. Cool hours: a conversation about the life and work of the writer, a loud reading of the fairy tale "Telephone" and an excerpt from the fairy tale "Doctor Aibolit".

3rd day. Exhibition of drawings based on the writer's fairy tales.

4th day. Quiz "Tales of Chukovsky"

5th day. Literary matinee "Confusion of grandfather Korney"

6th day. Summing up, awarding prizes.

Pupils of grades 5-6 took part in the matinee, they were assisted by activists from grade 11 (members of the editorial board of the school newspaper "Herald of School"). They presented two fairy tales by Korney Chukovsky - "Confusion" and "Fedorino's grief".

Thus, such events not only arouse students' interest in reading, but also continue the continuity of generations - high school students were the leaders, middle school students represented the heroes of the fairy tale, younger students were both spectators and participants.

For first-graders, an annual traditional ceremony of initiation into readers is organized with a tour of the library, with a library lesson "Entry to the Library" and a theatrical performance "The Kingdom of the Book - a Wise Kingdom", during which literary heroes clearly show the rules for handling a book, conduct a quiz game “Guess who owns this thing?” and at the end they give bookmarked books to young readers. Young circle members acted as literary heroes.

The episodic types of extracurricular activities include quizzes, competitions, tournaments of experts, olympiads, dramatizations according to proverbs, phraseological turns, fables.

A thematic evening "Winged Words" was held, dedicated to dramatizations based on phraseological turns of the Russian language. Schoolchildren from 5 to 11 classes took part in the evening. Each class was given the task in advance to reveal the content of three phraseological units through their implementation on the stage, the assessment took into account the intelligibility of the audience's perception of the shown phraseological unit. The guys coped with the task, the audience guessed some phraseological units right away, but sometimes they could not accurately reproduce the phraseological turn, in some cases the numbers shown were not guessed, but remembered.

Thus, there is hope that the goal of the theme evening, if not completely, then partially, was achieved - what was shown is better remembered than what was heard.

In the Year of the Family, together with the school library, the competition "The Most Reading Family" was organized for primary school students and their parents and for secondary school students and their parents.

Competition program:

1. Conversation "The role of the book in the upbringing of children."
2. Overview of "My Home Library".
3. Stages of the competition for primary school students and their parents:

Tales of Charles Perrault;

Almost Burime (based on the verses of the classics of literature by children's writers Korney Chukovsky and Samuil Marshak);

From the history of native nasleg;

Classics of Yakut literature (based on the book by K. Tuyaarsky “Taabyrynna taayyts”);

Blitz tournament.

4. Stages of the competition for middle school students and their parents: - Fairy tales and fantasy genre;

Yakut and Russian literature;

History of the native land;

Art. Culture.

Blitz tournament.

At the beginning of the competition, participants talked about leisure time in the family, about their home library and made a review from their home library “My very first book” and “My favorite book”. 8 families took part. Each family received memorable books about participation in the competition.

Within the framework of the Federal State Educational Standard, primary school teachers have developed and are conducting extracurricular activities “Learning successful reading”, “What a charm, these fairy tales”. The library conducted an elective course "Guide to Reading" for students in grades 5-6.

The children are introduced to the culture of reading, the basics of BBZ, learn about the work of writers and poets, and also actively participate in events organized by the library. which the children are given various tasks. For example: the names of writers and their works are written on separate cards, the guys must choose them correctly. Such tasks instill in children the skill to pay attention to the authors of the work. During the game “Whose portfolio is heavier”, a task is given, for example, to write nouns starting with the letter E within a minute. The winner is the one who not only picked up a lot of words, but also wrote them correctly. So in the classroom in the form of a game, the children are taught the skills of mastering the Russian language.

In order to study the history of the past, a scientific-practical conference "Maar-Kuelum - min dodum" was held. The conference was organized by the school and the library. Students, teachers, parents of the school spoke at the conference. The conference worked in 7 sections:

• Village enterprises
• The villagers are proud of them.
• fellow writers
• Toponymy
• Dynasties
• Demography

28 reports were presented. Participation at the conference of a veteran of labor and rear Petrov E.N., a veteran of pedagogical work Maksimova M.N. increased interest in the event. Maria Nikolaevna's speech about the local writer Rudolf Dorofeev attracted the attention of the jury.

Thus, the painstaking and creative work of a librarian, teacher, parents necessarily bears fruit - it strengthens the contact of the children's library with the school and family, and has a positive effect on the reading activity and culture of children. The cooperation of the school, parents with the library convinces not only of the usefulness of reading a book, but also makes you look at the mass library as an organizer of interesting and useful leisure, a place of informal communication, a counseling center on children's literature, pedagogy of children's reading.

The joint fruitful work of the school, the family and the children's library in this direction showed the following results:

• the number of readers in libraries has increased;
• the level of motivation and culture of reading has significantly increased;
• thanks to extracurricular activities, library lessons, schoolchildren were able to improve their speech skills, enrich their language, learned to interact in a team, and strengthened good relationships between children and parents;
• students take an active part in school and ulus, regional, republican NPCs, essay competitions, quizzes and win prizes.

Obtaining stable success with a perspective on the future is possible with the close cooperation of the family, library, school and with support at the local, regional levels.

The role of the library in the implementation of federal educational standards of the new generation

// Library and law. - 2014. - Issue. 37(2, 2014). - P.125-133.

GEF primary general education

On September 1, 2011, the elementary school switched to the new Federal State Educational Standards (FSES). What is the Federal State Standard of Primary General Education? This is a set of requirements that every educational institution must fulfill when organizing the process of education and upbringing. The main goal of introducing the Federal State Educational Standards for Primary General Education (FSES IEO) is to improve the quality of education.

With the new educational standards, changes have come to the lives of students. This is not only about a completely different approach to the organization of education and the use of new educational technologies, but also about creating an open, friendly information and educational environment that is accessible to schoolchildren even after school hours. The new standards are aimed at shaping the child's personality, developing the skills of independent activity and teamwork, and revealing his talents.

What is the distinguishing feature of the new Standard? First generation standards: form, give knowledge. Second generation standards: develop skills. The goal of such education is not only knowledge, but also the ability to set a goal and achieve it, independently acquire and apply knowledge, draw up a plan of one's actions and independently evaluate their consequences. The key setting of the Standard is the educational independence of schoolchildren.

In the new educational standards, the result of learning is important: not a set of knowledge, but a set of skills necessary for lifelong learning. Incl. the ability to isolate the information need, to find, process and use information.

In addition, in the process of implementing new educational standards, a completely different approach to the information support of the educational process was formed:

· There is a demand for the texts of standards and their explanations (teachers, parents, specialists of additional education institutions, etc.);

· Access of all participants of the educational process to information and methodological funds was required;

· The requirements for information support have changed: presentation of different points of view, different sources of information on different media;

· The structure of the information request has changed (from a specific request in fact to a problematic request, a request for a methodology for organizing educational activities, etc.);

· There is a need to train students in information literacy skills.

If we compare some of the key points of the old and new standards, we can get an idea of ​​how it used to be and how it looks now.

Before	Now
A student's progress could only be known by looking at their current and final grades.	Each student has his own personal portfolio, which reflects all his merits (diplomas, diplomas, grades, test results, etc.)
The role of the teacher in the educational process was reduced only to reading the educational material and checking how the student learned it.	Now the teacher is a kind of mentor. He motivates schoolchildren to independently study the topic, corrects their actions, participates in the discussion and looks for ways to include everyone in the work.
Parents, as legal representatives of children, were not able to influence the content of school programs.	The school has the right to independently form the school curriculum, based on an exemplary curriculum, while taking into account the wishes of the parents.
In the old standards there was no concept of "extracurricular activities". After school, most of the children were left to their own devices.	The new standards set aside 10 hours a week for extracurricular activities. The school, students and their parents independently choose what the children will do in the allotted time.
The role of technology in the learning process was reduced to a minimum.	Consolidation of the acquired knowledge in practice, using modern technology - computers, interactive whiteboards, video cameras, etc.
In the old school, practical assignments on a particular topic were limited to laboratory work.	Students of the new school deepen their knowledge and practice their skills through individual learning projects.
In the old standards, the learning process was carried out by memorization or repetition, with minimal use of the game.	The new GEFs use different forms of education. Learning through play is one of the main principles of the new elementary school.

Library and school: new aspects of cooperation

What do libraries have to do with the new educational standard? What is the role of the library in the implementation of new educational standards?

The promotion of books and reading is the main activity of every library, regardless of status. In modern society, this kind of activity requires more and more efforts and the use of non-standard forms and methods. New educational standards, which provide an opportunity for social partnership with all institutions of childhood, can contribute to solving this problem.

The new educational standards take library and school collaboration to a completely different level. The focus of the new standards on increasing the information competence of the student, on the ability to "study all his life", increasing the importance of reading and instilling skills and abilities for meaningful reading of the text, and much, much more requires the coordinated use of the material resources of libraries and schools, and the unification of intellectual resources.

As a rule, cooperation between the library and the school, before the introduction of new educational standards, was carried out by traditional methods:

organization of mass events on the basis of the library;

joint work in certain areas of activity;

organization and holding of competitions, festivals, thematic months;

collective and individual informing;

· implementation of joint projects.

With the introduction of new educational standards, this was clearly not enough, and libraries now have other goals and objectives. And within the framework of cooperation, new areas of interaction between the library and the school for the implementation of new generation standards were taken as a basis:

l Integration of students in the library and information space.

l Creation of an information base in the library on key issues of implementation of new educational standards.

l Development of self-education of library specialists in the issues of the modern educational system.

l Development of information literacy and formation of information culture of schoolchildren.

l Creation of conditions in the library for personal development through reading and information.

l Development of cooperation between the library and the school on a contractual basis .

The fundamental role of the library in the implementation of new generation standards is that reading is considered as a basic factor in obtaining, mastering and applying knowledge. The full implementation of the ideas of the new standard provides for the active work of libraries in the information and methodological support of the educational process. How? What does the library have to offer? First of all, their funds, catalogs. Then - the Internet and web directories. Next - electronic educational resources and the development of information literacy of students. This is ideal. But, not always and not all libraries have well-equipped funds. Also, not all libraries have electronic educational resources in their collections. Catalogs are also different. Thus, the following conclusion arises. If the library does not have the opportunity to be active in the full-scale information and methodological support of the educational process, then close attention should be paid to one of the aspects of this activity - the development of information literacy of students. That is, to occupy a certain niche and carry out activities to promote books and reading, based on their capabilities.

Any work is effective when it is carried out in the system. Therefore, it is necessary to strive to create a holistic system for introducing students to reading and developing information literacy, starting from a very early age. In this case, the standards of primary general education give the library a number of advantages in organizing work to promote books and reading.

As an example, let's take the Standard of Primary General Education in Literary Reading. Literary reading is one of the main subjects in the system of preparing a younger student. This is one of the important and crucial stages of a child's long journey into literature. The full introduction of the child to the book, the formation of his need for systematic reading in the future largely depends on the quality of education during this period.

The standard for literary reading sets itself various goals, including such as: the formation of the reader's outlook, the acquisition of experience in independent reading activity and the cultivation of interest in books and reading. All this, as we see, has something in common with the direct activities of children's libraries to promote books and reading. Simply put, in this case, the library and the school have the same goals and objectives.

The Literary Reading Standard contains several positions that are directly related to the activities of children's libraries. Let us quote some of them, embedded in such a concept as a “mandatory minimum of training”:

Understanding the content of a literary work: theme, main idea (idea), events, their sequence;

Distinguishing genres of works: small folklore genres, folk tale, literary tale, story, story, poem, fable;

illustration in the book and its role in understanding the work;

Ability to work with a book: distinguish between the type of book, use imprint (author, title, subtitle, etc.), table of contents, preface, afterword, annotation for self-selection and reading books.

In addition, the Standards lay down requirements for the level of preparation of those graduating from primary school. As a result of studying literary reading, the student, among other things, must:

know the elements of the book (cover, table of contents, title page, illustration, abstract);

Distinguish genres of fiction (literary fairy tale and folk tale, story, poem, fable, story);

have the skills to:

Independent reading of books;

Independent selection and determination of the content of the book by its elements;

Work with various sources of information (dictionaries, reference books, including electronic media).

Further, if we look at the textbook "Literary Reading" for elementary grades, we will see that there are sections in it, the study of which also requires the direct assistance of the library. These include the sections “The Greatest Miracle in the World” (Grades 2 and 3), “From Children's Magazines” (Grade 2), “Our Projects” (project topics “What the Library Can Tell About”, “The Most Interesting Headings from Children's Magazines ") other.

The authors of the textbook "Literary Reading" made sure that the teacher had a tool to introduce children to reading. For example, a second grade textbook opens with the section "The Greatest Miracle in the World." The section contains an introductory article that talks about “book wonders”, a system of tasks is thought out that arouses the interest of the student in the library, two projects are presented on different topics “What the library can tell about” and “Why we are interested in going to the library”. Also, for the development of reader's motives, an illustrative series was thought out, according to which one can understand the history of the development of the book. But the theme of familiarization with reading and the development of reader motives does not end here. Special headings have been introduced into the textbook, which also increase reading motivation, for example: “How to be able to read well” (for those who can already read literary works) and “Colorful pages” (for those who are just learning to read). At the end of each part of the textbook, there is a “Recommended Reading” section, which presents colorfully designed covers of recommended books for reading on each topic studied.

Thus, the textbook creates favorable conditions for reading in extracurricular activities (preferably in the library) and at home, offers a holistic system for preparing the reader. In this system of preparing the reader, employees of children's libraries should also take an active part, whose functional duties include the direct supervision of the reading of young readers.

Of course, all of the above knowledge, skills and abilities, one way or another, the junior student will receive in the framework of the lesson program. But if we take into account that the curriculum provides for a certain number of hours for this (which is clearly not enough), then the library's help in the learning process is extremely necessary.

Of no small importance here is the fact that this knowledge comes from professional professionals who, by virtue of their profession, know everything about books and reading. At the same time, librarians provide not only theoretical knowledge, but also organize practical classes at the library, using the resources of their book fund. For example, in the process of studying the topic "Reference Literature", the library has the opportunity to demonstrate the whole variety of types of reference literature, helping students gain practical skills in working with literature of universal content.

All additional information that is not inconsistent with the school curriculum, which the library provides as part of the classes, is welcomed by school teachers. School teachers also see a big plus from cooperation with the library in the fact that the whole class participates in systematic classes, in contrast to hobby groups, visits to which are limited to the individual interests of the child.

Based on all of the above, the conclusion suggests itself: for the successful implementation of new educational standards, the school needs a library, and the library is ready to provide it with all kinds of help and support.

At the same time, cooperation is mutually beneficial for all participants in the process: the school uses information resources and services of a third-party organization, students additionally receive the necessary knowledge, and the library carries out its activities to promote books and reading.

Thus, we see that between the school and the library there is a mutual interest and prerequisites for the joint solution of the tasks set. But here the question arises, within what legal framework to organize cooperation. And we again turn to the Standards, which stipulate the implementation of extracurricular activities in educational institutions.

Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. Extracurricular activities of schoolchildren is a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization.

The purpose of extracurricular activities: the creation of conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

According to the Standards, the implementation of extracurricular activities is carried out as follows:

· Based on normative approaches to the organization of activities for the upbringing and socialization of younger students, an educational institution and a teacher have the right to form a program of extracurricular activities themselves, use the methodological recommendations of standards developers, the experience of innovative teachers, and their own experience.

In the absence of an opportunity, an educational institution within the framework of the relevant state (municipal) assignments formed by the founder, uses the opportunities of educational institutions of additional education for children, organizations of culture and sports.

· A general education institution independently chooses the forms, means and methods of organizing extracurricular activities in accordance with its charter and with the Law of the Russian Federation "On Education".

· The time allotted for extracurricular activities should be up to 10 hours per week, up to 1350 hours for all 4 years of study.

· The size of the groups depends on the form of organization and the composition of the participants in extracurricular activities.

In the requirements for the structure of the basic educational program of primary general education, it is determined that extracurricular activities are organized according to the following types, directions and forms of extracurricular activities.

Types of extracurricular activities	Directions of extracurricular activities
Game activity	Sports and recreation
cognitive activity	Artistic and aesthetic
Problem-value communication	Scientific and educational
Leisure and entertainment activities	Military patriotic
Artistic creativity	Socially useful activity
social creativity	Project activity
Labor activity
Sports and recreation activities
Tourist and local history activities.
Forms of extracurricular activities
Workshop	Club
Theatre	Circle
Section	Studio

There are several classifications of models for organizing extracurricular activities by a general educational institution:

· Intraschool model implemented in an educational institution independently in the presence of a set of necessary resources.

· external model implemented in the absence of own resources of the educational institution. The implementation of extracurricular activities programs can be deployed on the basis of one or more institutions - social partners.

· mixed model is the most common, since many educational institutions, on the one hand, lack resources for organizing extracurricular activities, and on the other hand, they are interested in maintaining and developing traditional ties with institutions of additional education, culture and sports, in filling them with new meaning in the context of the implementation of the Federal State Educational Standard .

Thanks to the provision of the Standard on extracurricular activities, the library has the legally enshrined right to actively use the extracurricular program of the educational standard in order to introduce children to reading and develop their information literacy.

At the same time, the legal basis for cooperation between the library and the school must comply with the provisions of the Standard, and must be documented in the framework of a social contract between parents and the school, and an agreement on cooperation between the school and another institution.