Concept, decision, result

A modern school library cannot be created without comprehending the very essence of the tasks solved by the library. Therefore, the modernization of the school library is, first of all, the answer to the question: “why is a library needed?”. And only after the answer is found, it becomes clear how exactly it is necessary to upgrade the library and what needs to be done for this.

Concept

First, let's talk about the concept of the functioning of the library. In our opinion, the school library should implement the following functions:

• cultural function.
• educational function.
• library function.

• cultural function. Culture is one of the main pillars of civil society. Where culture gives way to ignorance, crime, corruption, nationalism, fascism flourish. As a result, the economic and scientific development of the country is hampered. Therefore, the cultural education of the younger generation is one of the main tasks of the modern school library. Just as the main task of a public library is to become the cultural center of its region, so is the task of a school library to become the cultural center of its school. In addition, only a person who is harmoniously developed, who has a well-formed social and life position, can analyze incoming information, separate the main from the secondary, truth from fiction, without succumbing to the methods of manipulating consciousness. And in this, of course, the library is obliged to help the teenager.
• educational function. For a school library, there is no more important task than to teach a student to navigate the mind-blowing streams of information from the TV screen, from social networks, from the Internet. Therefore, teaching a student to work with information, teaching information analysis, teaching creative thinking is also one of the main tasks facing the school library.
• library function. The work of the classical library is focused on lending books and ensuring the safety of funds. However, the emergence of many alternative versions of textbooks, the need to work with electronic versions of books, the development of wireless networks that provide quick access to information - all this requires a serious change in the functioning model of even this "classical" part of the library.

Thus, with respect to the typical existing school library, there is a significant expansion of the range of tasks, the need for the implementation of which requires:

• additional methodological work,
• holding many additional events of various formats,
• rethinking the requirements for equipping the "classical" part of the library, taking into account the need for its modern organization.

And now we can talk about how to solve these problems specifically.

Implementation methods

As noted above, the main task of the school library (we take out the issuance of a book out of brackets) is to familiarize schoolchildren with Culture. Since every person, every student is, first of all, an Individuality, then by definition there cannot be any rigid work algorithm that would guarantee a positive result. You can select a number of events that are held or it is quite possible to hold within the walls of the school library. For example:

1. Reading aloud with elements of competition (for younger students).
2. Discussing books both in the school curriculum and outside of it.
3. Viewing and discussion of films. Comparison of the production and the book original.
4. Themed mind games like “What? Where? When?"
5. Organization of art exhibitions, concerts, poetry evenings; joint events with city museums and art galleries.
6. Interactive lessons of Culture: the study of the work of poets, artists, musicians, as well as the study of the language, life, history, religion of different countries and peoples.
7. Organization of a school film club, theater.
8. Organization of volunteer work, and so on.

The format of such events is not so important. These can be reports, and talk shows, such as "To the Barrier", and a discussion club. Working groups can be recruited from students in parallel classes, and even from classes of different ages. At the same time, high school students can act as co-organizers and co-authors of scenarios for these events. But without the librarian realizing his mission as an Educator, of course, nothing will come of it, and this is a very important point.

Now regarding the educational, informational function of libraries. The task of the school in general, and the school library in particular, is to prepare full-fledged personnel for life and work in modern conditions, to teach schoolchildren the ability to freely navigate in the information world of the future. For this you need:

• To teach schoolchildren of all ages the ability to "think creatively", the ability to extract, sort and analyze information; it is necessary to teach them the basics of time management - here it is worth working out the issue of creating appropriate educational programs.
• To train both schoolchildren and teachers in new computer technologies. In Western schools, the creation of "smart classes" (for example, SamsungSmartschool) is gaining popularity, in which new learning technologies are used using tablets, projectors, interactive equipment connected into a single information and training system using specially designed software.
• To draw the attention of high school students to modern presentation equipment, to teach them the skills of working with an audience.

The "classic" library task - book service, is also expanding to provide access to electronic versions of books and textbooks, to ensure that electronic versions work directly with schoolchildren's gadgets. At the same time, it is necessary to take into account modern trends in the organization of the library space.

Designing a library space is a rather complicated task, and in order to guarantee a good result, it is advisable to entrust this topic to professionals. Based on my work experience, I can say that it is desirable to contact professionals as early as possible, so that it is possible to use modern developments in designing open spaces of the library directly in the design of the room, when designing the wiring of electricity and computer networks. Only the close interaction of the librarian, designer and manufacturer can ensure further versatility and transformability of library premises.

Necessary material and technical base (MTB)

The MTB of the school library should provide the ability to perform all of the above tasks. Of course, one cannot speak of some strict paradigm of equipping the library with this or that equipment; one can only outline approximate equipment schemes that will vary depending on financial and organizational capabilities. Let's try to outline some general requirements for a library MTB:

1. Library book depository. Should be equipped with inexpensive shelving, preferably metal. It must be equipped with a fire extinguishing system.
2. Subscription and reading rooms. In recent years, the library has been merging the functions of the subscription and the reading room. The distribution of electronic versions of books and textbooks also makes adjustments to existing design standards. The number of comfortable seats is increasing. It is necessary to take into account the widespread use of gadgets capable of working with electronic versions of books, and provide for the possibility of convenient work with them. The requirements for the design of the library are increasing, much attention is paid to the issues of color solutions, solarity, visually open space. Employees' workplaces are organized in such a way that there is no feeling of an insurmountable barrier between the librarian and the reader. All this requires special care in designing open space and dictates its own requirements for equipment, which, in fact, is the "face" of the library. If possible, here one should give preference to modern design solutions, not be afraid to experiment. It is useful to involve senior schoolchildren in the design of open spaces of the library by arranging “idea contests”. This practice, in which the "community" of local residents is actively involved in the design of libraries, has long been common in Europe.
3. Library premises used for public events, it is necessary to equip with transformable furniture, thus ensuring the versatility of use. At the same time, it is desirable to adhere to a single design style and provide for the possibility of simultaneous work of several groups. Here, the practice of equipping such halls with furniture of two or three types of harmonizing color combinations has proven itself well, which makes it possible to naturally divide the hall for the simultaneous work of several groups.
4. Information system. Of course, a modern school library cannot be imagined without an adequate ALIS, which, along with standard functions, provides:
   • functions of accounting for the availability of textbooks, including alternative versions;
   • functions of accounting for the issuance of electronic versions of books;
   • functions of access to full-text versions of textbooks and books for students and library visitors working with their gadgets;
   • functions of maintaining the library website.
5. Halls of new technologies and presentation equipment. An educated modern person must have the skills to work with the public and the skills to use standard office presentation equipment. Therefore, it is desirable to include a projector with a mobile stand (do not forget about transformability!), an interactive whiteboard, screens, incl. sensory. A set of this equipment will allow you to organize the minimum necessary set for presentations, reports, and also, with proper use, to “revive” various events held in the library. Of course, this set of equipment can also be used when conducting interactive lessons in various disciplines as part of the school curriculum.

In conclusion, I would like to say about the classes of new technologies, in which training is conducted on tablet computers connected to the teacher's computer and to the presentation equipment of the class in a single network. A set of such equipment is relatively inexpensive, the minimum price is from several hundred thousand rubles, but the presence of at least one class in a school equipped with such equipment opens up new perspectives in the field of interactive learning for schoolchildren.

Finally, let us repeat once again: if you have conceived a truly global modernization of the library in your school, involve professionals in this matter. And the sooner, the better!

Report of the teacher - librarian of MBOU secondary school No. 1 named after the Hero of the Soviet Union G.A. Alexandrova Rozhkova N.N. at the seminar of librarians "Development of social partnership - an indicator of the effectiveness of library services" on February 28, 2017.

In the conditions of informatization of modern society, the formation of the information culture of the individual, which opens up broad prospects for the effective use of information resources accumulated by mankind, is of particular relevance. Special search knowledge is required. And no one can do without them today: neither a scientist, nor a teacher, nor a student, nor a student, and even the librarian himself, who must not only have search data, but also be able to instill them in information users.

There is a need for special intermediaries between documents and consumers. And the library can act as such intermediaries.

The library is exactly the environment where a child can get information, learn how to find this information on their own and learn information culture in general.

Time makes adjustments to the activities of many libraries, including school ones. Tasks change, school libraries acquire a new status and are called either “information center” or “learning center”. The understanding came that the school library is not only a place for lending books, it is an indicator of education. In addition, the school library should also teach independence in the search for information. After all, a student, becoming independent in the search for knowledge, can achieve more both at school and in adulthood. He will be able to see and evaluate different points of view, to judge them reasonably. And first of all, a library can teach you to think independently, which deals with the same reader, but at different stages of his development (preschooler - schoolchild - student - specialist). The first reading experience largely determines the future life of the child.

By information culture, we mean a systematized set of knowledge, skills, and abilities that ensures the optimal implementation of individual information activities aimed at meeting the information needs of students that arise in the course of educational, scientific, cognitive and other activities.

The modern education system is designed to form the ability to learn, to navigate in the arrays of information, to extract knowledge. Under these conditions, the organization of information education and the improvement of the information culture of students are of particular importance.

The problem of library and bibliographic literacy or information culture is one of the most urgent problems, in my opinion, and its solution largely depends on the understanding of its significance by school leaders, as well as on the energy and desire of the librarian himself.

The organization of the succession of a student's transition to a higher-level library in terms of providing him with more complex scientific, special and other information is of great importance. This issue is acute and requires a thorough solution.

It became possible to effectively solve the entire modern set of tasks for the formation of information culture of students through the introduction of library lessons in our educational institution as part of extracurricular activities “Basics of information literacy of a schoolchild”.

The entry of human civilization into the era of the information society, the global nature of informatization processes, the invisible growth rates of information technologies - all these factors have necessitated the formation of a special culture - the information culture of the individual.

The horizons of the child, his education, upbringing in the first place are formed at school. And the school library plays the most active role here. It serves as an excellent nourishing environment for the transformation and reproduction of the reader's culture and literary taste.

Only work in a library with a variety of primary sources can give the student a wide range of facts and views from which his own view of the world will be formed.

High school students are former junior schoolchildren, so if you initially miss the formation of learning and self-learning skills, then even the most intensive work in the senior level does not compensate for the lost.

Entering universities, most of yesterday's schoolchildren do not know how to use library catalogs, do not have elementary skills in speaking at seminars, do not know how to ask questions and rationally use time when working with information sources.

Teaching schoolchildren the basics of library and information culture is an integral part of the work of any school librarian. This requirement is reflected in the Exemplary Provision on the Library of a General Education Institution in the second part of the "Main Tasks": the formation of the skills of an independent library user - learning to search, select and critically evaluate information. Accordingly, the goals and objectives of the program "Fundamentals of information literacy of a student" follow from this.

Program goals:

To teach children rational methods of working with any types and types of literature;

To instill the skills of searching, analyzing, synthesizing information;

To form the ability to correctly apply the information found.

Program objectives:

To introduce students to scientific, artistic, reference and encyclopedic literature and develop their skills of independent work with it;

Strengthen interest in the knowledge of the world through reading literature;

Encourage reading and consuming information.

The features of the program are that special knowledge is given taking into account the age characteristics of students. It provides for the gradual accumulation of knowledge from class to class, stepwise principle, which ensures continuity in learning. The methodology used includes the basic minimum of library and information knowledge. Separate topics in the program are repeated. This repetition is minimal and is justified by the gradual complication of the material and forms of work with the book.

This program does not set itself the task of strict control of students' knowledge, as is customary in the classroom. From this follow unusual forms of testing the knowledge of schoolchildren with the help of tests, crossword puzzles, riddles, questions and games. This allows you to diversify the work of students, make it interesting and exciting.

Schoolchildren, depending on the task, are offered individual, group or collective work, which contributes to the assimilation and consolidation of the material, the development of the cognitive abilities of students, the ability to apply the acquired knowledge in new conditions.

The program is aimed at students in grades 5-6 and is designed for 68 hours, lasting 2 academic years, 1 lesson per week

The editorial office of the school newspaper “Shkolnaya Pravda” also works on the basis of the library. The search for information, its analysis, processing - all this is embodied in our editorial classes. After all, a library in the former sense of the word without modern equipment and surroundings does not have its former attractiveness for the current “computer generation”. Such a library for him is an outdated reading room. Now a young visitor in the school library center is interested not only in books, but also in new information media, the ability to access Internet resources. Today, when working with young people, it is impossible to do without information and communication technologies (ICT), which have rapidly entered library activities, opening up fundamentally new opportunities for its improvement. ICTs have forever changed the way libraries operate and influence every facet of library work. But for me, informatization is not an end in itself, but a means of ensuring the attractiveness and comfort of the library.

The children are happy to participate in the publication of the newspaper: they select material, write articles, type text, make layout. In the process of this work, they, of course, have to turn to information sources (books, the Internet) in order to obtain information

I try to actively use the technological changes that have occurred in recent years in our libraries in order to become more indispensable than before to my readers.

Literature:

1. Philosophical Dictionary / Ed. I.T. Frolova. - M.: Respublika, 2001. - 719 p.
2. Butorin V.Ya. Information culture of society and personality // Perestroika: dialectics of society renewal: Sat. scientific works. - Novosibirsk, 1990. - P.70
3. Vygotsky L.S., Elkonin B.D. Introduction to developmental psychology: (In the tradition of cult-historical theory of L.S. Vygotsky). – M.: Trivola, 1994. – 167 p.
4. Gorshkova I.B. Fundamentals of information literacy of a student. - Volgograd: Teacher, 2011. - 254 p.
5. Zlobin N.S. Culture and social progress. – M.: Nauka, 1980. – 303 p.
6. Rakitov A.I. Philosophy of the computer revolution. - M.: Politizdat, 1991. - 287 p.
7. Semenovker B.A. Information culture: from papyrus to compact optical discs // Bibliogr. - 1994. - No. 1. - P.12.
8. Sukhanov A.P. Information and progress. - Novosibirsk, 1988. - 192 p.
9. Ozhegov S.I., Shvedova N.Yu. Explanatory Dictionary of the Russian Language / RAS. Institute of the Russian Language. V.V. Vinogradova. - M.: Azbukovnik, 1999. -944 p.

The library is the information center of the school: information for reflection or a guide to action?

Russian education has entered the 21st century armed with new plans, goals and ideas. Basically, of course, ideas, but that's great. This is evidenced by various programs of informatization, computerization and the Federal Program for the Development of Education.
The main goal of the latter is “the development of the education system in the interests of the formation of a harmoniously developed, socially active, creative personality ...” (3, 19), and among the main goals one of the important places is occupied by the “harmonious development of the personality and its creative abilities based on the formation of motivation the need for education and self-education throughout life”. (3, 19)
It was not by chance that I chose these goals, where the leading concepts are “socially active”, “creative”, “self-education”. The fact is that the formation of these concepts is impossible without new approaches and new technologies, many of which are focused on the independent work of schoolchildren.
In addition, the information revolution has taken place in the world in the last decade. The high rates of development of technologies for storing and processing information make it possible to access it at the international, national, and regional levels. The problem of access to information has come to the fore, and access not only physical, but also intellectual, which is today one of the most urgent not only in Russia, but also in the world.
Simply put, the person we are to educate must not only be able to obtain information, but also know what to do with it and how to do it most effectively. (In parentheses, we note that when we talk about information, we mean the definition of information (from Latin Informatio - information, explanation, presentation) as “information about objects and phenomena of the environment, their parameters, properties and states that perceive information systems (living organisms that control machines, etc.) in the process of life and work” (5.8), or as “information transmitted by people orally, in writing or in another way (using conditional signals, technical means, etc.) ...” (1, 455).
Meanwhile, one of the barriers to access to information is the low information literacy, or culture, of users. Moreover, we use the term “information culture” in the broad sense of the word, which implies the ability of an individual to navigate both traditional and non-traditional sources of information, the ability to determine what information is, where it can be searched and found, how it can be extracted, processed and the most important thing is how it can be used. Young people should be able to find and put into practice information about what prospects they have for continuing their education, what role the plan plays in writing an essay, or, for example, what exactly threatens the greenhouse effect for them and why it is important to know about the causes of Stalinist repressions.
However, very often students do not even know how to use traditional sources of information, such as a book or a periodical. It is sad to see how a 9th grade student, having received a volume of an encyclopedia, does not know from which end to open it and how to find the necessary material there. Well, there is no need to talk about the differences in the quality and reliability of materials in a monograph (by the way, what is it?) or a popular science youth magazine. This problem does not exist for many. What can we say about the so-called new information technologies. The bulk of schoolchildren do not know what electronic catalogs and file cabinets are, they have never “visited” electronic libraries, and they heard about the “World Wide Web” only from the TV screen.
Naturally, such graduates amaze the imagination of teachers of higher, secondary special schools and specialist librarians (not school ones). Characteristically, in this situation, they are trying to lay all the blame on the school library. To what extent this is legitimate, we will not say now, one thing is clear - the school library in these conditions is the most important link that can solve the problem of improving the information culture of students. And since the modern school is faced with the task of teaching children how to use a computer competently, to master the skills of working with search information systems, then schoolchildren must be taught to work with information sources on both traditional and non-traditional media, with electronic catalogs and file cabinets
It is school libraries that play a key role in developing students' understanding of finding information and developing their skills in handling and working with information sources. Therefore, one of the trends in modern library services in schools and institutions of primary vocational education should be to expand the range of knowledge and practical skills that teachers and students can acquire.
The main goals that face today's libraries of the education system follow from one another and are closely interconnected:
provision of wide guaranteed access to information
maximizing the potential of new information technologies to improve user service
Formation and development of information literacy, culture of students.
Therefore, the information and bibliographic work of the library, which includes several areas, is becoming increasingly important:
maintaining a reference and bibliographic (or reference and search) apparatus,
reference and information services for students and teachers,
· teaching young readers the skills of an independent library user.
Each school library forms a reference and bibliographic apparatus, which includes alphabetical and systematic catalogs, a catalog of scientific, methodological and pedagogical literature, as well as card indexes necessary for information and bibliographic support of the school library. The number and subject matter of file cabinets depend on the needs of the given school.
Reference, bibliographic and information services for students, as a rule, are carried out through the organization of work on the design of book exhibitions and exhibitions - views, bibliographic reviews for students, compilation of recommendatory and information-thematic lists of literature. Reference and bibliographic services for teachers include holding Information Days, Department Days, bibliographic reviews of literature, reviews of periodicals, consultations, compiling information lists of new arrivals, preparing individual information for individual departments and teachers
Finally, the most important part of the work of the school library is the education of the information culture of students, which is carried out through the system of library and bibliographic lessons. Each school should have a schedule and curriculum for such lessons, which indicates the class, topic, number of hours.
Based on the Model Regulations on the Library of a General Education Institution, today's school library is a structural unit that implements three main functions in its activities - informational, cultural and educational (See 4, 48). According to some researchers, it is the school library that is the main information resource for the majority of students and 64.5% of school teachers.
However, it should be noted that there are many problems, among which the most serious and typical are:
· the almost complete lack of recruitment (according to our surveys, more than 70% of school librarians in the Pskov region consider this to be the main obstacle to their work);
· a large load on library workers who work with different age groups of students, teachers; in fact, they organize two funds: literature and textbooks;
· Poor technical equipment: units of school libraries can boast of having audio and video equipment, let alone computers, especially those with CD-ROMs;
· lack of reading rooms - as a rule, there are several tables where readers can study;
· Misunderstanding by the administration of the role and place of the library in the structure of the educational institution. Often the headmaster views the library as a lending point for textbooks. (By the way, this is probably the main reason for the deplorable situation, from which all of the above follow).
In a rural school, where there is often no full-time librarian, these problems are exacerbated. Naturally, in the face of so many problems, it is very difficult to talk about modernization, new approaches and views on the library. “Meanwhile, questions of a financial nature are not as important as questions relating to the very essence of education. Any profound change in the process of communication, that is, our ability to access data, information and ultimately knowledge, as well as in the processes that help us discover, invent, teach and learn, is bound to have a profound impact on education. Therefore, when evaluating a new information technology - the Internet system - we need to make the right decision, because the stakes are high. When I use the word Internet, I mean that this short term means a whole range of technologies, such as personal computer networks, hypertext and hypermedia, the World Wide Web and much more” (2).
How to reconcile the incompatible and solve the unsolvable? How to solve the problems of school libraries and really make them a “school for learning how to handle information”?
It seems to me that there is an excellent way out, which will help to make a breakthrough in the situation with school libraries and become the first step towards informatization of the educational space of the region. The school library fits perfectly into the school informatization program, as the most logical structural unit, especially at its initial (informatization) stages. This is a unit designed initially to accumulate, store and disseminate information. World practice has shown that traditional media perfectly coexist alongside non-traditional ones, mutually developing and complementing each other. By the way, in American literature and science, a stable term “information and librarianship” has developed.
“In fact, the library and the Internet are increasingly being considered together, that is, they both offer a huge variety of materials, just in different formats - in both cases, both students and teachers receive direct access to data, texts, images and other forms of information” (2)
Recently, various models of school libraries have appeared in different regions of Russia: an educational center, a media library, a media center, and others. It seems to me that they all reflect the same approach, with slight variations, to the role and place of the library in the school: the library is an information center. This approach means:
mediation between information and the consumer (between the school staff and the global information space), i.e. accumulation, distribution, popularization of various materials, provision of reference information;
Helping students and teachers to identify resources and use information, developing strategies for those who want to educate themselves;
qualified consultations and recommendations for users that will help them find and process the information received;
modern reference and search system that allows you to quickly and completely find the necessary information;
databases and data banks on methodology and education;
systematic training of students in the use of new and traditional information technologies
Let's make a reservation right away that the information center can have a different number of funds, rates, equipment (depending on the capabilities of the school), and, accordingly, different goals and objectives.
Such an approach to the role and place of the school library allows solving many important tasks of information support for education. In particular, the problems of providing education management with reliable, up-to-date information that will allow you to objectively judge the processes taking place in the educational space, be aware of new educational strategies, know pedagogical technologies, and therefore be able to use effective methods and management systems in your activities. to make the right strategic decisions.
Is the creation of such centers realistic in the current situation? It seems to me that in conditions when there is only one computer in a school, this is the only not only real, but also a logical solution, if by an information center we mean a structural unit that really collects, stores and provides information necessary for the management, functioning and development of an educational institution .
This is logical, because it expands the resources of the school library. This is logical because it allows you to use these resources for a full day. This is logical, because in the absence of the necessary information on traditional media, there is no need to rush around the school (lyceum, gymnasium, college, etc.) but immediately find it in electronic databases. Finally, this is logical, because the lessons “Fundamentals of Information Culture”, which must be taught in every class and which include familiarity with new information technologies, can be taught right here in the school library.
Creation of information centers based on school libraries will allow:
“- to increase the efficiency, completeness and accuracy of the information received when servicing subscribers;
- reduce labor costs for the performance of technological operations (acquisition, organization and use of funds, reference and information services);
- expand the range of information support and reference services provided, related to the preparation, introduction and prompt provision of reference information;
- optimally use the documentary and information resources of both your library and other organizations, including those with departmental, territorial and state affiliation, in the interests of users;
- improve the comfort of users and library staff;
- meet the need of teachers and students for new types and forms of educational information tools specially designed for the Internet (for independent work on academic subjects and various aspects of the educational process) ...” (6, 5).
I would like to draw attention to another aspect of this problem. The transformation of libraries into information centers with the active use of new technologies will become the basis for creating a single information space and will help solve another problem fixed in the general directions for the development of the Federal Program for the Development of Education - "Develop and gradually put into operation a single automated library network in the education system. Optimize , strengthen and develop the libraries of educational institutions and other organizations of the education system. (Terms of implementation: 2000-2005)" (3, .54).
Now that we are convinced that the creation of information centers is possible, logical and, in general, is the only way out and a real solution to problems, we can dwell a little more on the specific tasks that school libraries (and school administrations) face when implementing a plan for introducing new information technologies into work practice.
First (and perhaps most important) is the need to make a decision. After that, nothing remains: a strategic plan for the development of the library or a development program is developed, which includes:
· analysis and assessment of the current state of the library (with an objective description of the strengths and weaknesses of its activities);
identifying problems that need to be solved to improve the work;
the purpose of creating a new model;
a list of tasks (these are financial, logistical, personnel, and methodological tasks);
· a program for the implementation of tasks (i.e. a specific plan of action).
The most important thing is to correctly assess the situation and make the right decision so as not to end up in the role of two greedy cubs from a fairy tale.
The algorithm for implementing the introduction of a new model may include:
· - Creation of electronic catalogs and file cabinets;
· automation of intralibrary processes - compilation of bibliographic lists of literature, accounting of the fund, work with acts, subscription of periodicals;
· formation of funds of non-traditional information carriers (floppy disks, compact disks);
· Creation of databases of available methodical developments and programs;
Providing the possibility of obtaining information using the electronic delivery of documents (via the Internet or other information networks);
· receipt and dissemination of information (bibliographic, normative, etc.) from other information institutions (via networks or CDs, etc.);
Obtaining information from educational authorities;
· Creation of banks of software tools (one of the possibilities for replenishment of which is the design of computer programs by schoolchildren).
Naturally, with this approach, not only the material and technical base and financial tasks play an important role, but also the correct personnel policy. The role of the school librarian is becoming somewhat different. He should become a specialist in the field of library information technology, able to cooperate with teachers (primarily computer scientists) in developing a systematic approach to working with information. The head of the school library must have sufficient horizons to see promising tasks, be able to carry out strategic planning, and be able to perceive new knowledge.
Here another problem arises - retraining of personnel. However, there is no problem here. For example, the Center for Scientific and Pedagogical Information of the Pskov Regional Institute for Advanced Training of Educators is ready to conduct courses and seminars that will help current librarians become specialists in the use of new information technologies, which, given their high qualifications and creative potential, will not be difficult at all. By the way, in 2001 we held a seminar “Working with electronic catalogs and file cabinets in the Mark system.” This year we conducted courses for school librarians “New approaches to the work of a school library”, where one of the key blocks was training in the Marc system.
So, let's sum up. What will the school gain from the transformation of the library into an information center?
We will not list again the advantages of automation and computerization of intralibrary processes.
Most importantly, a unit appears in the school that is able to organize and disseminate information in order to expand students' knowledge and improve the professional skills of teachers through the introduction of new, effective technologies, which is interested in educating students in handling information sources
The regional education system receives a ready-made platform for combining all libraries of educational institutions into a single information resource and thereby creates the prerequisites for entering the Russian and world information space, which is necessary to ensure guaranteed wide access to information and for its (education system) informatization
The regional meeting on the work of school libraries, which took place in March of this year, proves that the Main Department of Education under the administration of the Pskov region understands the importance of new approaches to the work of school libraries, and allows us to hope that in the near future all school libraries in our region will be transformed into modern information centers.
PS. When I was preparing this material, the thought flashed through my mind: “Poor school librarians will say that, they say, another duty falls on our shoulders!”. But then I remembered the advanced training courses for school librarians, the keen interest of the latter and their readiness to introduce new technologies into work practice, and I thought: “No, we will succeed with such personnel, if only school principals understand the importance of new approaches and meet us halfway.” !".
References:
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