| KRATKA VSEBINA | Uvajanje posodobljenega kurikula knjižnično informacijsko znanje (KIZ) se je začelo s šolskim letom 2008/09. Namen raziskave je empirično preveriti, kako so knjižničarji in učitelji, ki so sodelovali v raziskavi, pripravljeni na posodobitev, kako uspešni so pri izvajanju medpredmetnih učnih ur in doseganju ciljev posodobljenega kurikula KIZ ter kako pomembne se jim zdijo kompetence knjižničarja za dobro sodelovanje. V raziskavo je bilo vključenih deset gimnazij, in sicer je pri reševanju vprašalnikov sodelovalo 5 knjižničark z mentorskih in 5 knjižničark z nementorskih gimnazij ter 27 učiteljev in 10 ravnateljev z izbranih gimnazij. Vsi sodelujoči menijo, da so knižničarji bolje usposobljeni za izvajanje medpredmetnih povezav, vendar pa mentorski knjižničarji lastno usposobljenost enačijo z usposobljenostjo učiteljev. Mentorski in nementorski knjižničarji in učitelji menijo, da so njihova znanja in kompetence zelo pomembni za dobro sodelovanje pri izvajanju medpredmetnega povezovanja, predvsem usposobljenost knjižničarja in učitelja za timsko delo. Medsebojno sodelovanje so bolje ocenili mentorski knjižničarji in mentorski učitelji. Medpredmetno povezovanje jim povzroča manj težav, v njem vidijo več prednosti in v povezavi z njim tudi uspešnejedosegajo cilje posodobitve. Rezultati bodo v prvi vrsti povratna informacija sodelujočim v raziskavi o tem, kako so pripravljeni na posodobitev in kako uspešni so pri izvajanju posodobljenega KIZ. // In the school year 2008/09, the reformed library and information knowledge curriculum (the LIK curriculum) was introduced into gymnasiums. The purposeofthe study is to empirically research the readiness for update of all librarians and teachers, involved in a survey, their efficiency towards implementing the cross-curricular learning lessons, the achievement of the goals of the updated LIK curriculum and the significance of competences forgood cooperation. In the survey, 10 grammar schools participated, from which the survey took 5 librarians from mentoring, 5 librarians from non-mentoring grammar schools, 27 teachers and 10 headmasters from particular grammar schools. According to all collaborating, librarians are better trained to implement the cross-curricular learning lessons. However,mentoring librarians equate their own qualification to qualification of teachers. According to mentoring and non-mentoring librarians and teachers,their knowledge and competences are significant for good cooperation in implementing cross-curricular connections. Qualification of librarians and teachers for team work was given a highest mark. The interactive collaboration was given a higher mark by mentoring librarians and mentoringteachers. They had fewer problems with the cross-curricular connections. Intheir opinion it has many advantages in terms of achieving the updated goals effectively. For all collaborating, the results will present a relevant feedback about their readiness for updates and about their efficiency, in terms of implementing the updated LIK curriculum. |