| KRATKA VSEBINA | Šolski knjižničarji v osnovni šoli naj bi vsako leto v posameznem oddelku izvedli skupaj z učitelji drugih predmetnihpodročij štiri pedagoške ure. Cilji in vsebine knjižničnih informacijskih znanj so opredeljeni v posebnem programu. Knjižničarjeva naloga je, da kot učitelj, pomočnik, sodelavec, svetovalec ..., učence uči uporabljati knjižnico, njeno gradivo in informacijske vire. Na ta način bodo znali najti potrebne informacije, se naučili učiti se, postali bodo informacijskopismeni ter usposobljeni za vseživljenjsko učenje v učeči se družbi. Učenciprihajajo po gradivo v knjižnico z različnimi nameni za branje: želijo pridobiti informacije z določenega področja ali iščejo literarno doživetje.Ti potrebi zadovoljuje dvoje gradiv: leposlovno in strokovno. Knjižničar poučuje v sodelovanju z učitelji posameznih predmetov, kar je v praksi pogosto težko. Skupno načrtovanje in izvajanje pouka je novost, ki se počasi uveljavlja. V prispevku je prikazano, kako se učitelji in učenci seznanjajo z vlogo knjižnice v procesu učenja oziroma kaj jim lahko knjižničar ponudi, da bo pouk kakovostnejši. Poudarek je na uporabi strokovnega - poučnega knjižničnega gradiva, pri čemer so upoštevani cilji in vsebine knjižničnih informacijskih znanj. Predstavljeni so tudi rezultati ankete o vlogi knjižničarja, izvedeni med učitelji, knjižničarji in učenci ter primer dobre prakse. // Every school year the primary school librarians in co-operation with the teachers of other subjects should carryout four teaching hours in each class.The goals and content of the library and information knowledge have beendefined in a separate teaching programme. The task of a librarian is to act as teacher, assistant, co-worker, advisor, etc., thus to teach the pupils to use the library, its materials and information sources. In this way the pupils will gain the knowledge to find the necessary information, learn to learn, become information literate, and acuire skills for longlife learning inthe learning society. The reading purposes of the pupils who come to the library are diverse: they either wish to find materials on some specific topicor seek literary experience. These two needs are provided for by two types of materials: fiction and non-fiction. The librarian teaches in co-operation with the teachers of respective subjects and in the practice thisoften proves difficult. Joint planning and carrying out of the teachingisa novelty and it only slowly establishes itself. The paper shows how the teachers and pupils can get acquainted with the role of the library in the learning process. The contribution of a librarian to higher quality teaching is also shown. The use of non-fiction - teaching materials is emphasized taking into account the goals and content of library and information knowledge. The paper also presents the results of a survey on the perception of the role of a librarian. The survey was carried out amongthe teachers, librarians, and pupils. Lastly, the paper presents an exampleof best practice. |