| KRATKA VSEBINA | Čeprav je šolska knjižnica v italijanskem kurikulu omenjena le v uvodu in predgovoru jezikovnih predmetov, sestavljalci besedila in strokovni pedagoški delavci v raznih prispevkih poudarjajo njeno vlogo in pomen. Članek predstavlja prispevek Antonelle Braga, učiteljice italijanščine, raziskovalke in docentke na Univerzi v Foggi, ki med drugim opozarja na odgovornost, ki jo imajo učitelji pri navajanju učencev na pravilno uporabo informacijskih virov in pri predstavitvi in dodelitvi raziskovalnih nalog. Če primerjamo italijanski kurikul in slovenske učne načrte, opažamo, da se ti v osnovi ne razlikujejo. Razhajajo se le v tem, da italijanski kurikul piše o knjižniciin pomenu knjižničnega informacijskega znanja le v smernicah, medtem ko imajo slovenski učni načrti tudi predpisan kurikul. Večje razlike so vidne v italijanski šolski zakonodaji, ki ne podpira dognanj stroke. Organizacijaknjižnic in knjižničnih zbirk je prepuščena pooblaščenim učiteljem, ki vodijo knjižnice ob rednem pouku v razredu. Da bi premostile te osnovne težave, so se osnovne šole na Tržaškem v šolskem letu 2006/07 povezale v mrežo in kot Knjižnice osnovnih šol na Tržaškem stopile v sistem Cobiss. //Although the school library in the Italian curriculum is mentioned only in the introduction and foreword of linguistic subjects, the authors of the text as well as professional teachers in various contributions emphasize its role. The paper presents the content of a discussion of Antonella Braga, teacher of Italian and researcher and assistant professor at University of Foggia. Among other things she emphasizes the responsibility of teachers when teaching pupils to correctly use information sources and to present and choose their research assignments. If we compare the Italianand Slovenian curricula, we see that essentially they do not differ. The only difference is that Italian curricula mentions the library and the roleof library and information knowledge only in the guidelines, while in Slovenia there exist also a prescribed curriculum for these contents. More noticeable differences are in the Italian school legislation which does notsupport the professional standards. The organization of the libraries and their collections is left to teachers who do library work besides their teaching obligations. To overcome these basic problems the primary schools in trieste region have in the school year 2006/07 connected in a network named Libraries of the primary schools in Trieste region and joined the COBISS system. |