| KRATKA VSEBINA | Članek predstavlja primer sodelovanja knjižnice in športnega društva pri razvoju bralne kulture ter način, kako lahko knjižničar vključi razvoj bralne zmožnosti v prostočasne dejavnosti otrok, hkrati pa predstavi branje kot zahtevno dejavnost, za odlično obvladanje katere je posameznik pripravljen nameniti veliko truda in časa. Namen članka je spodbuditi razmišljanje o možnostih, ki se nam ponujajo, korazvoj bralne kulture prenesemo zunaj prostorov knjižnice ali učilnice. Predstavljeni primer prinaša naslednja ključna spoznanja: otroci se pozitivno odzovejo na skupinsko glasno branje, na koncept branja kot družabnega dogajanja ter na primerjavo treniranja branja in izbrane športnepanoge. Ugotovili smo tudi, da se otroci na branje odzovejo drugače, če v tej dejavnosti uvidijo smisel. Rezultati predstavljenega primera lahko služijo šolskim in splošnim knjižničarjem ter trenerjem in staršem kot pomoč pri oblikovanju programov sodelovanja z društvi in pri premikanju knjižnične dejavnosti iz ustaljenih knjižničnih prostorov v življenjski prostor posameznika. S pomočjo prispevka tudi ugotovimo, da predstavljajo ključni element starši. Veliko težavo pri razvoju bralne kulture in bralne pismenosti v nestandardnih okoliščinah predstavljajo starši, ki dojemajo branje zunaj šolskih obveznosti kot nasilje nad otroki. Tako tudi na tem primeru pokažemo, da je problem (ne)pismenosti in (ne)ustrezne bralne kulture sistemski problem, pri reševanju katerega ne smemo zaobiti družine.// The article presents an example of cooperation between a library and a sport society in developing reading culture, and how a librarian can incorporate the development of reading ability into children's free-time activities; simultaneously, it presents reading as a demanding activity, towhich an individual is willing to devote a great deal of time and effort tomaster it. The purpose of the article is to promote thinking about the possibilities we are offered when shifting the development of reading culture outside of the physical premises of a library or classroom. The example presented has led to the following key findings: children react positively to reading aloud in groups, to the concept of reading as a social event, and to the comparison between training reading and a select sport discipline. It has also been established that children react to reading differently if they see the purpose of it. The results of the presented example can aid school and general librarians, coaches and parents in shaping programmes for cooperation with societies, and in shifting library activities from the established library premises to an individual's living space. The paper has also revealed that parents are a key element. Parents who perceive reading outside of the scope of school requirements as violence against children present a great obstacle to the development of reading culture and reading literacy under non-standard circumstances. This example shows that the problem of (il)literacy and (im)proper reading culture is a systemic problem, one which cannot be solved without involving the family. |