Some problems and ways to solve them in stocking a library with scientific publications. Problems of school libraries Results of the school year problems of prospects for school libraries

Project

CONCEPT

development of school libraries

This Concept represents a system of views on the basic principles, goals, objectives and main directions of development of libraries of organizations engaged in educational activities and implementing basic general education programs (hereinafter referred to as the Concept, school libraries) in the Russian Federation.

The scale and depth of the necessary transformations in school libraries are determined by the challenges to the education system associated with the transition to a post-industrial information society, with the increasing role of information technology in all spheres of life, with the increasing influence of the professional community and public organizations on the requirements for the modern education system.

At a meeting of the State Council on improving the general education system on December 23, 2015, the President of Russia set the goal of making the Russian school one of the best in the world. One of the most important results of fulfilling the instructions should be the creation of a new infrastructure for school education, providing modern conditions for training and education, which will require updating educational equipment, libraries and other means necessary for the introduction of effective educational technologies and pedagogical methods in general education organizations.

I.The importance of school libraries in the modern world and in Russia

In the modern world, school libraries are becoming the infrastructural basis of educational activities, providing the necessary conditions for the implementation of meta-subject learning, focused on self-determination and comprehensive systemic satisfaction of the individual educational needs of each student.

The educational practice of the leading countries of the world shows that the school library currently must take on not only educational, but also educational (including civil-patriotic, spiritual and moral education), information and methodological, cultural and educational, career guidance, providing and leisure functions.

The school library today is the center of public life, an access point to the latest technologies for working with information for the entire population, a place of collective thinking and co-creation, a key element of the infrastructure of reading and lifelong education, which requires qualitatively different equipment and organization of the library space.

In advanced educational organizations, the school library is already becoming a natural place for the exchange of current pedagogical methods, a space for the development of teachers. A community of teaching practitioners creates original educational content of various types on the basis of school libraries - electronic and information educational resources, distance open courses, interactive educational modules, etc.

An important trend is the provision of smart learning infrastructure by school libraries ( s mart education, “smart learning”). This area of continuing education involves flexible learning in an interactive educational environment, including a public space for collective work, interactive content and intelligent learning technologies.

The introduction of the above-mentioned innovative work mechanisms, including networking of school libraries, will ensure an increase in the overall efficiency of the national education system.

In Russia, as throughout the world, school libraries of educational organizations are becoming a significant factor in the development of human capital, their influence in educational activities and in public life is increasing.

II.Problems of school library development

The general education system in the Russian Federation is undergoing a large-scale restructuring. The total number of general education organizations has decreased in recent years in a number of regions of the country, including due to consolidation, while the range of educational programs they provide has expanded and the number of students has increased.

A number of indicators of the state of the material and technical base of educational organizations show positive dynamics: 99.9% of schools are connected to the Internet, new school buildings are being introduced in the regions within the framework of federal and regional targeted programs.

According to the Federal State Statistics Service, 45,729 libraries operate in organizations implementing basic general education programs, of which 52% have a digital (electronic) library. The total stock of school libraries is more than 616 million copies of books, including textbooks and teaching aids.

The position of teacher-librarian has been introduced in the country's general education system. At the same time, according to the results of surveys conducted by the Russian School Library Association, only every sixth general education organization in the country has developed certification criteria for teacher-librarians; in every fifth school, teacher-librarians are equal in benefits to subject teachers; 23.5% of schools provide remuneration coefficients for teacher-librarians.

The key obstacles to the development of school libraries at present are: inconsistency of actions of authorities at different levels, imperfection of the regulatory legal framework, staffing problems, weak material and technical base, crisis of resource funds, insufficient software, weak interaction with the business community based on principles of public-private partnership.

The existing regulatory legal framework regulating the activities of school libraries does not meet the challenges of the time and partially the requirements of federal legislation.

Federal state educational standards of general education require updating in terms of establishing requirements for school libraries.

The system of methodological support for school librarians, which worked successfully at all levels during the Soviet years, requires restoration. There is no centralized methodological support for school libraries at the federal level and, in most cases, at the regional and municipal levels.

Network interaction of school libraries is not systematic. Various mechanisms for scientific and methodological support of school libraries are being created. Only in certain regions have associations of school libraries and (or) centers for their methodological support been created.

A number of personnel issues require resolution. In accordance with the requirements of the Federal State Educational Standard, the list of services provided by school libraries has expanded, which leads to the need to attract workers with different competency profiles.

The existing system of training and advanced training for teacher-librarians and other school library workers requires further development. There is a need for distance electronic courses that cover the issues of effective use of school libraries in educational activities.

In terms of material, technical and information resource support, there is a discrepancy between the technical equipment of libraries and the increasing requirements of the modern educational process, which is expressed in the lack of space, modern library furniture, computer, multimedia and copying equipment.

There is a rapid aging of printed collections, insufficient access to digital (electronic) libraries that provide access to professional databases, information reference and search systems, as well as other information resources. The level of renewal of the collections of libraries of general education organizations is estimated at 1%, with the UNESCO norm of 8–10% per year. The funds of programmatic classical literature, works of modern authors, children's literature, as well as works of a civil-patriotic orientation need updating. There is widespread demand for organizing access to full-text youth and pedagogical electronic libraries.

At the federal level, mechanisms for the professional selection of dictionaries of different types of the modern Russian language, state languages of the republics, and native languages of the peoples of the Russian Federation for use in educational activities have not been defined.

In terms of software, there is a lack of centralized support for the cataloging process and providing access to information resources. They require the development and widespread implementation of e-learning technology, technology for interaction and exchange of experience among members of the professional community, services for conducting webinars, means of supporting and monitoring the progress of educational activities.

School libraries have not yet become active subjects of the reading infrastructure being formed in the country and do not fully fulfill their function of educating a qualified reader.

In general, Russia has an accumulated structural lag behind countries that use modern models of schooling.

III.Goals and objectives of the Concept

The purpose of this Concept is to create conditions for the formation of a modern school library, as a key tool in the new infrastructure of school education, providing modern conditions for training and education.

The objectives of the development of school libraries in the Russian Federation are:

improvement of regulatory legal, scientific and methodological, personnel, material and technical, information and resource and software support for school libraries;

expanding the functions of school libraries for comprehensive support of educational activities in accordance with the requirements of the Federal State Educational Standard;

creating conditions for training and continuous professional development of teacher-librarians.

IV.Main directions of implementation of the Concept

As part of improving the regulatory legal framework, the following should be ensured:

updating the Federal State Educational Standards of general education in terms of requirements for the conditions for the implementation of educational programs;

Scientific and methodological support. The necessary organizational measures must be taken to create a federal information and methodological center (FIMC). The functions of the FIMC should include: coordination of the activities of regional information, methodological and resource centers, monitoring and dissemination of best practices, cataloging resource funds, participation in the formation of educational programs with a pedagogical focus, organizing interaction with state and public institutions, etc.

In the Soviet Union, the functions of the FIMC were performed by the scientific pedagogical library named after K.D. Ushinsky. A modern FIMC must also be created on the basis of this scientific organization, as well as on the basis of regional and municipal information, methodological and resource centers.

For the effective development of school libraries, it is necessary to integrate them into a national network with support from the FIMC.

In order to develop staffing on the basis of additional professional education organizations, it is necessary:

create an infrastructure for training, retraining and advanced training of workers involved in library activities, update the training system for teaching and management staff of educational organizations and educational authorities, teachers of additional professional education;

develop and adopt the professional standard “Teacher-Librarian”.

As part of the logistics, each school library must:

provide spatially separate zones of various types: an area for obtaining information resources for temporary use, an area for independent work with resources on various types of media, an area for collective work with flexible organization of space, a presentation area for organizing exhibitions and expositions, a recreational area for a variety of leisure activities and holding events;

create conditions for organizing a wide range of means of organizing creative and gaming activities;

ensure the publication of thematic literature and periodicals, replenishment of the bank of pedagogical innovations;

ensure free access for participants in educational relations to educational resources, taking into account the need to protect copyright and related rights.

As part of the development of information and resource support, it is necessary to:

replenishment of printed publications, expansion of electronic funds;

provide centralized cataloging of printed publications, electronic resources and equipment;

to work out mechanisms for involving participants in educational activities - teachers, methodologists, managers, parents, students, as well as public and non-profit organizations - in the development, updating and examination of content;

develop mechanisms that provide a self-governing process for creating, updating and filtering content.

To ensure the completeness of the functions implemented by school libraries, horizontal cooperation must be organized, which involves mutual support of participants with information, educational and material and technical resources.

A promising form of information and resource support for the network is cooperation with libraries of the Ministry of Culture of the Russian Federation, which will create a unified system of serving readers with work according to a general plan agreed with local authorities, and organize the adoption of joint decisions on issues of informatization and improvement of public services.

In terms of developing school library software, it is necessary to:

provide access to modern software tools for working with information, including those based on cloud technologies;

creation of a unified technological platform that unites school library workers, implementing the functions of a professional social network, advanced training (network university), certification of school librarians, voting (online democracy), providing access to scientific and methodological developments, search in the bank of pedagogical innovations, publication of methodological developments, access to electronic versions of scientific and methodological printed publications and educational news.

E-learning technologies supported by copyrighted electronic content should become widespread in school libraries.

To support library service processes, cloud software should be created, including a centralized electronic catalog and an automated information and library system with the ability to plan, acquire, reserve resources and track their return.

To implement meta-subject activities, a smart learning system must be created that provides support for distributed collaboration, preparation of cloud-based electronic publications, and design and research activities.

To develop the reading infrastructure and support the network exchange of resources, it is necessary to develop a resource supply system that supports resource reservation, search through external electronic distribution systems, printing on demand, monitoring the demand for information resources, and integration with external funds of limited access information resources.

The implementation of the listed means of supporting the activities of an educational organization will allow school libraries to ensure the implementation of federal state educational standards of general education and organize productive cooperation between teaching staff within the framework of an educational organization.

V.Implementation of the Concept

The implementation of this Concept will ensure the creation of conditions for the development of educational organizations, including school libraries, which will improve the quality of teaching and learning of all academic subjects.

As a result of the implementation of the Concept, a unified modern information and educational space will be created, providing the necessary conditions and infrastructure for the systematic updating of the content of general education and comprehensive support for educational activities.

Planned mechanisms for the implementation of the Concept: improvement of regulatory support, public monitoring of development processes, development of private-public and public-public partnership technologies.

It seems necessary to include relevant tasks and activities in targeted federal and regional programs and development programs for individual educational organizations, financed from federal, regional and municipal budgets.

Attention!

Please send your comments and suggestions to: zaripov - tr @ mon . gov. ru

Photo by Olga Maksimovich

“Modernization of the network of school libraries, equipping them with the most modern technologies is one of the key conditions for the qualitative progress of Russian education. It is important to attract the widest public attention to this issue, to concentrate the necessary financial, organizational and human resources in this area,” as V.V. Putin put it on this issue.

School library services should be equally accessible to everyone: students and school staff, regardless of age, race, gender, religious beliefs, nationality, language, professional and social status. Special materials and services should be provided to those who are unable to use basic services and materials.

The role of the school library is not only in the specialized acquisition of the collection, instilling in students supra-subject, general educational skills and abilities, but also in constant communication with school teachers, cooperation with methodological associations of teachers. By identifying and providing the teacher’s information needs, the librarian becomes his consultant in drawing up the teacher’s program for the implementation of software and educational and methodological support.

There is no basis for disputes about the departmental affiliation of school libraries, since the departmental affiliation of a library is determined by the departmental affiliation of its founder. In the processes of modernization of Russian education, school libraries were not considered either as a resource for modernization, nor as the most important resource for creating a school information and educational environment, and the school librarian was not considered as an information leader. As a result of this policy, school librarians have become an information-poor professional group in relation to both their colleagues in education and their colleagues - librarians from other departments.

Most school libraries experience an acute shortage of space and are poorly equipped with the necessary equipment, computers and communications equipment, and software products. All this makes it impossible to carry out comprehensive informatization of library activities and services to readers, and is an obstacle to the development of a school library as a genuine information and cultural and leisure center, providing a wide range of modern information products and services based on the use of information and communication technologies.

The school library, being a structural unit of a general education institution, does not yet have the status of a pedagogical unit, like classrooms or laboratories.

A librarian, while solving professional pedagogical problems, is not, however, classified as a teaching worker. The country has a practice that dates back to Soviet times, when a school librarian, for unknown reasons, was classified as a technical staff.

Now, with the transition to a new remuneration system, the profession of a school librarian has been forgotten in the education system. During the crisis, in order to save money, school principals began en masse to transfer school librarians to 0.5 positions. And now, according to our data from the regions, in almost 70 percent of Russian schools, librarians and specialists with higher education, working full-time at the school, are listed at 0.5 times the rate and receive the lowest wages in the school.

The lack of understanding by heads of educational authorities and school directors of the place and role of the library in the education and upbringing of the younger generation leads to secondary material and financial support for school libraries. This situation is largely explained by the fact that the Federal Law “On Education” does not mention the school library at all; therefore, its status, rights and responsibilities are not legally defined. They are not reflected in the Federal Law “On Librarianship”, which in essence is a law only on publicly accessible (public) libraries. As a result, more than 60 thousand school libraries found themselves outside the legal framework of the country.

It is necessary to socially protect the lowest paid group of education workers - school librarians - to raise their status, to make a proposal to the Ministry of Labor and Social Development of the Russian Federation to supplement the “Unified Qualification Directory of Positions of Managers, Specialists and Employees” with the qualification “librarian-teacher”.

Regulatory documents should be developed to regulate the following issues:

· staffing of libraries of general education institutions, providing for the presence in the library of any type (type) of a general education institution of a full-time position of library manager;

· removal of the positions of head of the library of a general education institution and librarian from the list of auxiliary positions.

The development of interlibrary cooperation between school libraries and libraries of the system of the Ministry of Culture of the Russian Federation, primarily rural libraries, requires special attention. A promising form of such cooperation could be the creation of a unified centralized system for serving readers in rural areas, work according to a general plan agreed upon with the administration of a general education institution and local authorities, the creation of boards of trustees, making joint decisions on issues related to the informatization of school and rural libraries, the development of the Federal concepts of library services for children as part of a national program for improving library and information services to the population.

Isolation of the network of school libraries as part of the national library system, insufficiently high level of interaction between school libraries and libraries of other types and departments.

Models for including school libraries in sectoral and intersectoral (with libraries of the Russian Ministry of Culture system) regional corporate information and library networks are promising. Cataloging and systematization of the book stock of school libraries, combining their information resources will increase the efficiency of information and library services, expand the scope of services provided, and reduce the labor intensity of information and library processes and the costs of their implementation. For this purpose, it is necessary to widely introduce modern compatible automated information and library systems into the practice of educational institutions.

In order to strengthen the human resources capacity of school libraries, it is necessary to:

At the interdepartmental level (the Ministry of Education and Science of the Russian Federation, the Ministry of Culture of the Russian Federation, the Ministry of Labor and Social Development of the Russian Federation) it is necessary to resolve the issue of training specialists in the framework of specialty 071201 “library and information activities”, specialization “ school libraries" with the qualification of "librarian-teacher" awarded to graduates. Professional development of school librarians is a basic direction that will help support and ensure modernization processes in Russian education.

It is necessary to ensure inter-university interaction (pedagogical university and cultural university) in matters of advanced training of specialists in libraries of general education institutions, which will allow choosing flexible training routes, increasing the pedagogical competence of librarians, using the potential and scientific and methodological developments of institutions of higher professional education of different subordination.

Thus, the system of training, retraining and advanced training of librarians, promptly and adequately responding to the needs and demands of the modern educational situation, requires further development and improvement, and, first of all, there is a need for a social order from the education system for specialized training, keeping in mind , first of all, Russian universities of culture, which traditionally train library personnel and have the appropriate personnel and resource potential.

The problems posed do not have a simple solution, but they must be solved, and immediately.

The school library not only provides the current educational process and guides the reading of schoolchildren, but today it is already a resource base for updating school education and an information center for teachers. The librarian became an intermediary between information resources and complex requests of subject teachers.

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“The role of school libraries in the context of modernization

Russian education"

L.R. Kadyrova

Methodologist of the MBU "IMC" of the Aktanysh municipal district of the Republic of Tatarstan

on software and methodological support for the educational process[email protected]

As part of the implementation of the national educational initiative “Our New School,” the modernization of education occupies a leading place. The arrival of Internet technologies at the new school also changed its educational goals. Now they are mainly aimed at forming and developing students’ abilities to independently search, collect, analyze and present information.

The modernization of school education is accompanied by changes in information and library services, expansion and complication of the functions of school libraries.

The main goal of library computerization is to create the necessary conditions for providing schools with timely, reliable and complete information. The school library should be part of a single library and information space. And this has become a necessity today.

Today, the library is not only a center of information, but also a territory of tolerance and a comfortable developmental environment, a center of communication and relaxation, psychological support and spiritual culture. A calm environment where nothing distracts from work is very important for a teacher. Any school events - teachers' council, seminar, pedagogical skills competitions, meetings of methodological associations, Olympiads and subject weeks - begin with the library.

Learning in the 21st century is not just the transfer of knowledge like a relay baton from one person to another, it is, first of all, the creation of conditions under which the processes of generating knowledge by the students themselves, their active and productive creativity, become possible.

All over the world, there is an increasing role of school libraries in these processes. It is not the servicing, but the creative, integrating role of the library that comes to the fore. A schoolchild in a lesson in the subject teacher’s office sees the world from the angle of this subject, and the library is able to reveal to the child a holistic picture of the world.

The library should become not just Office No. 1, but above the subject room in the school, where systematic thinking of schoolchildren is developed.

The introduction of a new education standard can contribute to the modernization of school libraries
- The new standard places emphasis on the structure of a modern school.

In the Federal State Educational Standards section “24. Material and technical conditions for the implementation of the basic educational program of secondary (complete) general education” explicitly states that “The material and technical equipment of the educational process should ensure the possibility of “... access in the school library to Internet information resources, educational and fiction literature, collections of media resources on electronic media, to duplicating equipment for reproducing educational and methodological materials, the results of creative and scientific research and project activities of students.”

It is important that the educational standards for primary and secondary schools in paragraphs 25 and 27 also provide for the responsibility of authorities and school management for school libraries.

Thus, we see that the state understands the need for a library as a territory of active knowledge through creative reading. Our task now is to implement these provisions.

The modern school library itself and its qualified specialists are the guarantor of the implementation of Federal State Educational Standards and an important tool for their implementation.

The role of the librarian in organizing the school information space
Today, the librarian is an indispensable specialist in three areas.

First, the role of the teacher librarian is to facilitate teacher development.

Second, the educational librarian plays the role of an information literacy agent who plans with teachers to lead students toward authentic critical inquiry through constructive inquiry skills and processes.

Third, the educator-librarian is a cultural emissary, connecting students and staff with the latest and greatest books, websites, videos, or links to various resources.

Formation of personal information culture

Solving modern problems in the educational process is associated with the ability to work with information; moreover, in recent periodicals, information literacy is compared with the ability to read and write.

But how can a school library, with its limited resources, not be left out of solving important issues, including the formation of an information culture?

The concept of the program is based on the assertion that the formation of an information culture should be a specially organized, purposeful process.

First of all, it is necessary to say about library classes, which are conducted according to special programs at each level of education. For example, in elementary schools the ABC of Information program is being implemented. Children keep an information dictionary, where they write down new concepts, terms, their meanings, make drawings, come up with an associative series, and complete tasks.

An elective “Fundamentals of Information Culture” has been introduced for students in grades 5-6.

Every year the programs are adjusted and supplemented.

The school has a creative group for the formation of information culture, which, in addition to the librarian and computer science teacher, includes teachers of various subjects who understand the importance of such activities. Work in progress on:

identifying the information needs of students and teachers;
accumulation of teaching materials and creation of thematic folders (“Research method in teaching”, “New pedagogical technologies”, “Formation of information culture”). A “Pedagogical Card Index” is being created, in which articles from the pedagogical press (“Head of Teacher”, “Practice of Administrative Work”, “Class Teacher”) are listed.

The main form of the educational process is the lesson. During the lessons, students practically consolidate the knowledge they acquired in library classes. The lessons “Information literature search for an essay” (8th grade), “How to make a bibliography” (6th grade), and “Critical thinking and critical literature” (9th grade) were recognized by language arts teachers. The idea came up to conduct such lessons right in the library. An ordinary lesson, but during it the information environment of the school library is used. The role of the librarian comes down to creating the conditions for conducting the lesson: a good reference and search apparatus (catalogues, card indexes), preparing an exhibition on the topic of the lesson, selecting electronic resources for educational purposes.

We also conduct integrated lessons. Here the librarian is the pilot or guide to information resources. The forms of integrated lessons can be different: a portrait lesson “The Work of Mark Twain” (5th grade – literature), a study lesson “Streets of my village” (8th grade – local history). We conduct lessons using new information pedagogical technologies. The advantages of such lessons:

The information environment of the school library is used in full;

Students not only gain knowledge on a specific topic, but also learn information;

Students analyze various sources of information available in the library collection;

Students receive homework (practical and creative) using the library's reference and search apparatus, which encourages them to come to the library more than once.

In order for such lessons to become systematic, teachers of humanities are asked to provide for the use of the library information environment in thematic planning on a specific topic.

Together with teachers, we are improving the previous forms of work. For example, after coordinating joint efforts, we tried step-by-step work with students to create projects:

1. “Information support” - led by a librarian.

2. “Consultations on the topic” - subject teacher.

3. “Creating presentations” - computer science teacher.

At the end of the course, students present their information product,

which can be used as a library information resource. Thus, several problems are solved: schoolchildren learn to work with information, the library’s information base is accumulated, which can be used both by teachers in the classroom and by students to develop new projects.

Issues of forming an information culture are discussed at teacher councils and methodological meetings of teachers. The school has developed “Regulations on the competition for the best reader of the year and the best reading class,” and the criteria are not only the number of books read, but also the ability to independently find information.

During the implementation of the program, conditions for self-education of students and the development of their independent mental activity are improved:

A computer has been received and work is underway to create an electronic catalogue;

A fund of documents is being formed on various storage media, and a “New Storage Media” file is being maintained;

It is now possible to create new information products: guidebooks (for example, “Information resources of the school library”, “Dictionaries”), booklets (“rational ways of working with a textbook”, “How to make a bibliography”, “Information retrieval model”), thematic bibliography , newsletters and much more.

And it is no coincidence that in the library, on a stand with reference books, there hangs a poster with the message “Let the thoughts contained in books be your capital, and the thoughts that arise in you, a percentage of it” (Abu al-Faraji).

Collection of three books
for school principals, methodologists
and librarians

Attention! Documents for discussion!

As always, our summer program issues are not like a regular newspaper. We try to make sure that these are books for your foundation that help in your work or are simply interesting for you and your readers.
I really want to include as many different things as possible into the summer program, so that everyone can find the right and interesting book for themselves. Therefore, sometimes our summer issues, like the entire newspaper, look like a nesting doll: under a common cover there are several independent books, one inside the other. Take apart the matryoshka newspaper and you will get three independent publications. From the four special issues of the summer issues, you will have a whole library, and, accordingly, an exhibition, where there will be books for the librarians themselves, and for students, and for teachers, and for parents.

We look forward to your feedback on summer specials and ideas for next year.

Your "BS"

Olga Gromova
Work Experience Review

school libraries in Russia

Based on materials collected by the newspaper “Library at School” of the Publishing House “First of September” and the section of school libraries of the Russian Library Association
The Ministry of Education of the Russian Federation ordered this review from our editorial staff in preparation for the development of a package of documents for school libraries, which was carried out with the support of the National Personnel Training Foundation (NFTP).
Having completed it on time (last fall), we thought that it might be useful not only to Ministry employees, and we offered it to you on the list of summer book projects. In most of your emails, the review of the experience was noted as very useful.
We hope that the generalized experience of colleagues from different parts of the country will help you find the most convenient work options for you or prove that you are right.

We look forward to your feedback on summer specials and ideas for next year.

I. Functions of a school library in modern conditions.
Views from different types of schools

When discussing the functions of a modern school library, it is necessary to keep in mind several general remarks.

The functions prescribed as recommended in the Model Regulations on the Library of a General Educational Institution of the Ministry of Education of the Russian Federation and some regional documents are formulated in such a way that if they are performed in full, the working week of each library employee at school will approximately double that allowed by the Labor Code.

Despite the fact that, according to the documents of the same Ministry of Education, the staff of a school library varies from 0.5 to 2 times, no more.

As a consequence, in different types of schools and in different regions, the de facto functions of school libraries vary depending on local conditions and the views of local leadership.

The views of employees of local education departments, school directors and school librarians on the functions of the library can vary greatly if we present separately those, others and others, having carried out appropriate sociological research. This work does not pretend to be such a study and is based only on many years of correspondence with newspaper readers and a generalization of their experience from the point of view of the newspaper, as well as on the experience of those schools where librarians and principals managed to find mutual understanding on this issue.

Gymnasiums, lyceums, schools with in-depth study of individual subjects

As a rule, these are schools located in large cities or regional centers around metropolitan areas.

Regardless of the number of employees in the library and the degree of its technical equipment, which can vary significantly, in general we can talk about general approaches to the functions of libraries of this type of school.

The main, but not the only function of school libraries here is information support of the educational process. Usually it is understood in such schools much more broadly than providing students and teachers with textbooks, manuals and methodological literature.

As a rule, in addition to the aforementioned provision of educational and methodological literature, the library in these schools expects:

– providing expanded repertoire reference, popular science and periodicals, up to the organization of an MBA;

– maintaining a complete reference and bibliographic apparatus(catalogs, thematic card indexes for book collections and other information media, recommendation lists, periodicals, etc.);

– regular carrying out thematic and informational literature reviews and periodicals;

– it is the libraries that are entrusted with the task development of information literacy students (not to be confused with the basics of computer literacy and computer science lessons). This work can be carried out in different schools in different ways: in the form of special library lessons or fragments thereof, systematically conducted by librarians in classes on any subjects; in other schools it is more of a one-on-one counseling job. Usually in these types of schools it is considered necessary and takes a lot of time. There are schools where bibliography or information literacy lessons are included in the curriculum and form an integral part of the educational process. (This topic will be discussed in more detail in the part devoted to library lessons.)

Despite the obvious bias towards information support, even in these schools the function of enlightenment and attraction to reading. This work is largely related to the preparation of a number of special events aimed at attracting extracurricular, extracurricular reading, mainly in primary and secondary schools. Consequently, librarians pay a lot of attention reading analysis.

Educational work. In accordance with the educational work plan of the school, the library participates in the preparation of classroom hours and extracurricular activities, collaborating with class teachers, head teachers for educational work and counselors.

Comprehensive schools

The functions of libraries in secondary schools are generally the same as those of the previous group, but with a greater emphasis on educational work.

1. Priorities in functions for the actual employment of library workers can be set as follows: Ensuring the educational process

2. textbooks, methodological and additional literature. Analysis of reading and involvement of children in extracurricular reading

3. Educational work, propaganda of literature (development of exhibitions, holidays and public events related to books, meetings with writers, etc.).

4. in accordance with the general school plan: participation in school-wide and class events. or, at a minimum, the basics of library and bibliographic knowledge. As a rule, this is the conduct of 3-4 library lessons per year in each class, which is the responsibility of librarians, and nevertheless is not always paid as additional work.

5. In a number of schools, librarians are involved in working with parents. Especially where the school has parent lectures, etc.

Rural and township schools

In addition to the required function ensuring the educational process educational and other literature, the libraries of these schools are often social and cultural centers schools, and often the locality, especially if the village (town) does not have a public library or is not very active.

In accordance with this role, libraries occupy a very important place in the work of educational, cultural and educational functions and (often as a separate block in the plan!) working with parents.

A striking example of such a role of the library is school No. 3 Art. Dinskaya, Krasnodar region. Purchase of textbooks

. Due to the poor development of the book trade structure in rural areas, and sometimes the complete absence of bookstores, it is the school library that bears the responsibility for purchasing (procuring, transporting) textbooks in excess of those allocated by order using budget money. It is in rural areas that not only compiling a list of missing textbooks, but also purchasing textbooks with parental money and even collecting money falls on the library. This is confirmed by a study conducted by sociologists under the leadership of N.V. Ivanova and N.V. Osetrova. Much attention is paid in rural schools to

individual educational work with children. The library sometimes acts as a center for relaxation and informal communication. Many librarians call this a priority area of work for them and spare no time, effort, or attention on it. Experts themselves often note this as a specific feature of the work of a school librarian in a village.

Due to the lack of
small schools
even 0.5 rate, there are almost no libraries there. Whereas in these schools the role of the library is especially important. This is evidenced by letters from readers from small schools and the experience of some schools where the library, despite the lack of even 0.5 staff, exists and operates.

In this part of the professional school and library community, not without reason, there is an opinion that the library of a boarding school or orphanage carries out pedagogical work to the greatest extent and only then informational work. Vivid examples of this are the Pyaozersky orphanage, the Nenets boarding school named after. A. Pyrerki in Naryan-Mar, boarding school for orphans in Tobolsk.

Without diminishing the need providing the educational process with literature and periodicals, doing everything connected with this (acquisition, maintaining catalogs and filing cabinets, creating exhibitions, preparing recommendation lists), librarians here see the role of the library as social and cultural center of the school. This is especially true for those orphanages where the children living in them attend the local comprehensive school.

In our opinion, it is necessary to develop special recommendations and manuals to help the work of libraries in orphanages and boarding schools. This is the first structure in which the most important is the introduction of teacher-librarian positions with appropriate training and salaries. Reader mail from the newspaper “Library at School” indicates an acute shortage (not to say complete absence) of materials to help the work of librarians in orphanages and boarding schools and a lack of staff for these libraries. For them, the goals and objectives of the library and the functionality of employees should be separately spelled out, and the staffing schedule should be formed not based on the number of classes or students, but on the functionality, taking into account the goals and objectives of the library and the time increased threefold compared to the usual norms for servicing one reader. (The figure “three times as much as usual” was based on monitoring conducted in several boarding schools of the actual time spent per reader when accepting and issuing literature, not counting the preparation and holding of public events and other library work.)

Many librarians in this type of school consider it especially important removing work with textbooks from the library functionality, in order to free up the librarian’s time to work on developing information literacy in children, and on the work of the library as an information, social and cultural center of the school. Moreover, the work of purchasing, issuing and monitoring the use of textbooks in the confined space of a boarding school does not require any special professional skills other than precise knowledge of the educational process. Ideally, the use of new information technologies (including in the educational process) should be developed on the basis of the library, as well as some leisure functions. Librarians see this part of the work as an organic part of their library, but emphasize that this is only possible with a sufficient number of staff members.

Libraries of schools and boarding schools for children
disabled

The special work of these schools, whatever their type, certainly places different demands on libraries.

Information support for the educational process requires from library workers not only knowledge of the repertoire of necessary textbooks, manuals and methodological literature, but also knowledge of especially
the ability of their students to perceive information. In such schools, librarians often need to design the reference and bibliographic apparatus and collection in a special way so that children can cope with the search for literature themselves or with minimal help from adults.

Librarians at such schools need knowledge of the basics of psychology and defectology in combination with professional library education.

Educational work and activities to encourage reading play a very important role in the libraries of these schools, because most of all children need an individual approach and consideration of their characteristics. Extensive experience in tracking children's individual reading development

and the development of forms of this work was accumulated in a boarding school for deaf children in the city of Kirov, Kaluga region. The library as a center for the socialization of children

disabled. This is how employees of many special schools see the role of the library, because... It is in informal communication outside of lessons, with independent preparation, that children most master social skills.
II. Acquisition of fixed assets

(fiction and scientific literature)

STATE
10 years. Even where the acquisition of fixed assets is generally not bad (Moscow, Sakha-Yakutia, St. Petersburg), they are mainly supplied with fiction according to the school curriculum and local history literature from local publishing houses. Even in these regions, the collection of reference funds (dictionaries, encyclopedias, reference books) is, as a rule, financed from extrabudgetary funds. There have been no supplies of modern children's literature in many regions for many years. If it appears somewhere, it is solely thanks to extra-budgetary sources.

The shortage of children's literature in school libraries is actually a significant problem, which is also noted by many school teachers. Extracurricular reading, which is most consistent with the psychophysiological development of the child due to individual choice in terms of level and area of interest, has a great influence on his overall development. To a large extent, there is a direct relationship between a child’s reading development, the quantity and quality of extracurricular reading, and academic success. Moreover, if a non-reading child can be interested in reading, then the increase in his academic success is obvious. Such observations and even mini-studies were carried out in many schools. These studies do not pretend to be global generalizations, but within their school they provide fairly accurate and specific results.

Often, based on the results of the study, individual work is carried out with children to encourage them to read. Very interesting in this regard is the experience of the library of the boarding school in Kirov, Kaluga region, secondary school No. 3 Art. Dinskaya, Krasnodar Territory, some schools in Volgograd, Nizhny Novgorod, gymnasium No. 5 of Sergiev Posad, Moscow Region and others.

Most sociologists conducting research on children's reading note that for many students, the school library is the first and often the only one in their life.

All of their reading outside of home libraries, especially in grades 1–4, takes place in school libraries. That is why it is so important to solve the problem of stocking school libraries with extracurricular literature.

EXPERIENCE IN SOLVING THE PROBLEM Many school libraries, realizing the importance of stocking their collections with modern children's literature, are looking for opportunities to purchase books from extra-budgetary sources. school library from students and their parents, school guests, authors, publishers. If working with parents and children in order to receive books as gifts is not in the nature of direct extortion and “obligation,” then it can not only bring good books to the school, but also have an important educational effect. The problem of gifts to the school library was very cleverly solved in gymnasium No. 5 in Sergiev Posad, Moscow region, in the Pedagogical Gymnasium and school No. 186 in Nizhny Novgorod and in some others. In Sergiev Posad, a stamp with the inscription “Gift to the library from ...” (where the first name, last name, class, year is entered) is placed on the title page of the book. This encourages both children and parents to give only books that are really needed and in good condition. Books are received according to the rules for registering gifts, placed on the library’s balance sheet, entered into catalogs and, before finding their place in the fund, they necessarily end up at an exhibition of book gifts. The director and school administration encourage graduates that the best gift to the school is books for the library.

Gift books are received at the gymnasium almost throughout the year.

The Nizhny Novgorod Pedagogical Gymnasium holds an annual holiday “Christmas Gift to the Library,” at which librarians prepare some particularly interesting event for children, and children and parents donate books to the library. The “Birthday of the Library” holiday at Nizhny Novgorod school No. 186 has a special pedagogical goal - to emphasize the central role of the library in the school. It also contributes to receiving a large number of gift books. In both cases, a dedicatory inscription must be made on the book indicating who gave it and when. This practice in one form or another exists in many schools and, often constituting the only source of acquisition, with good coordination on the part of librarians, gives good results. Pros of this practice obvious. Firstly

, new books appear in the library in the absence of money for acquisition. AND Secondly

, educational value is great: the fact of a personal gift to the school increases both self-esteem and interest in the library. Minuses. Firstly

, this practice is possible only in cities and large workers’ settlements, where the purchasing power of the population is higher than in villages and small towns., the collection of the fund is proceeding almost spontaneously. Librarians are deprived of the opportunity to make advance orders according to publishing plans, through library collections or by mail, because there are no guaranteed funds, i.e. grounds for the agreement.

Third, even if librarians, based on the acquisition plan, regulate the purchase of gifts at least from classes (for the library’s birthday, Christmas gift holiday, or in honor of graduation),
then they are limited in their choice of books by the assortment of the local bookselling chain at the moment. In small towns this may even be one store.

Fourth However, there is still a percentage of “gifts” in the form of books that are obsolete or unsuitable for the school library.

This creates moral problems for librarians and teachers. You cannot be forced to give something, but it is also unethical to throw away a child’s gift. Sometimes a child does not understand that the parents offered to give a book that is clearly unsuitable. However, this problem, as mentioned above, is most easily solved if the tradition of gifts is made into a holiday, and not a mandatory tax. Fifthly

, many school principals consider it fundamentally wrong to rely on gifts, because as a result, in the reports, the total figure of income for the year looks quite optimistic, from which local authorities conclude that the school has money and there is no need to allocate funds for staffing.

It must be said that public libraries of the Ministry of Culture system have practically stopped accepting donations of books, taking into account all the disadvantages of this practice. Second way This path is not very popular for a number of reasons, although it seems very promising if well developed. As a rule, these incomes amount to very small amounts and, accordingly, a small supply of new books. In most such cases, the library barely covers the acute shortage of reference publications or subscribes to several periodicals for children, based on the considerations that children's periodicals are cheaper than new children's books, if we keep in mind the price-quantity ratio. With little money, it seems more reasonable to many librarians to subscribe to periodicals, although they are physically short-lived and, in general, accustom children not so much to reading as to viewing publications.

This is especially fraught with weaning from the process of thoughtful reading in elementary school. But periodicals are attractive, and as they wear out they are easy to write off. Children's books, publications that last for a long time, must be hardcover, on good paper, published in compliance with sanitary standards for children's literature, and therefore they are expensive. However, some schools have good experience recruiting with these funds.

Pros of this path

1. With the legalization of paid services and the protection of this article in favor of the library, this is a small, but quite predictable income (just like the annual delivery of waste paper). This means that it is possible to plan acquisitions, including according to publishers’ plans and other pre-orders.

2. Expanding the scope of library services, creating greater comfort for users.

3. With the development of technical means, the creation of media libraries with the rates of media specialists and technicians, this source of income can expand through services for copying audio, video and digital materials, through special services for searching information on the Internet, and also if such services are school provides not only to “our own” people, but also to the population of the region.

Minuses

1. Additional workload for library staff in order to raise funds for acquisitions. As a rule, a school library cannot earn enough to add something to the employees’ salaries, as public libraries do.

3. Paid services are currently only actively used in large schools in big cities, where there are many students and the purchasing power of parents is higher than in rural areas.

4. As a rule, this is a path that is possible only in libraries where the staff has more than 1.5 positions and more than one person works.

At the same time, it is necessary to make income from paid library services and the delivery of waste paper protected from spending on other needs.

Third way. Completing the fund with publications that are offered as a percentage of the sale or advertising of books from any publisher in the school library.

This path theoretically seems more promising than it actually looks so far.

But still, such practice exists and therefore should be reflected here.

As a rule, regional publishing houses or representative offices of central ones work this way.

This is how the Russian branch of the Dorling Kindersley publishing house worked for a long time. In each case, there are different technologies for monitoring the effectiveness of such advertising exhibitions, which are practiced in libraries more often than direct sales.

The experience when librarians take books for sale, as a rule, does not ultimately evoke positive feedback from them: the workload is too great, plus additional financial responsibility. Regarding the load “show – explain – offer options”, a disproportionately small percentage of sales. (At the same time, we are not talking about selling books as additional income for a librarian during non-working hours.)

pros

1. Still, a certain number of new books appear in the library, and the librarian has the opportunity to choose what to take from the offered assortment.

3. Sometimes librarians manage to agree that the entire exhibition set remains in the use of the library, as if to pay for the rental of the space.

4. New books from the advertising exhibition give librarians more opportunities to attract children to reading and to prepare public events, the holding of which is the responsibility of school libraries (children’s book week, book holidays and anniversaries of famous authors, reading seminars, subject weeks at school, etc.).

3. Quite a large additional burden on the librarian; responsibilities that are not part of his direct functionality; financial responsibility (officially formalized or not – it doesn’t matter) for the safety of exhibition-advertising books.

It is for these reasons that librarians are reluctant to make such connections with publishing houses.

Where publishing houses offer flexible conditions taking into account the characteristics of the school, and the administration and librarians can actively use advertising exhibitions in the interests of the school, the results are quite good.

Books received from publishers under such a cooperation agreement are formalized and placed on the balance sheet most often as a gift, according to a deed.
We have not encountered a theoretically possible formalization of relations with the publisher as a tenant of part of the library premises, apparently due to legal difficulties.

(fiction and scientific literature)

III. Textbooks.

Problems of acquisition in new conditions

The government's program for funding the free high school textbook fund has undergone major changes over the past decade. This work does not aim to analyze the causes and results of these changes. Let's make just two comments:

– a great achievement of education reforms was the variability of textbooks and curricula, which provided parents and children with a real right to freedom of choice of education, and therefore of beliefs, profession, etc.

– the transfer of funding for the acquisition of school textbooks from the center to regional budgets has placed students and teachers in different regions in unequal conditions: in subsidized regions and where local authorities do not see education as a priority area, children’s rights to equal education and unhindered access to information are violated.

In international studies on children's rights, children's reading and education, Russia is not among the countries where these rights are actually implemented.

The supply of textbooks for budgetary funds also varies depending on which bookselling organizations they deal with in the region. It happens that textbooks ordered and published on time reach schools so late that the school is still forced to look for other opportunities to purchase them by the beginning of the school year.

PROVIDING TEXTBOOKS
FOR EXTRABUDGETARY FUNDS

EXPERIENCE IN SOLVING THE PROBLEM. Purchasing missing textbooks with parents' money.

The simplest option. Free textbooks from school funds are given only to children from low-income families. At the beginning of the school year, the remaining parents are given a list of all the textbooks that their children will need this year and that need to be purchased, store addresses, etc. Very often, collecting information about the financial security of families also falls on library workers, although this is not their direct responsibility.

The apparent simplicity of this scheme attracts many schools, especially in regions where the average purchasing power of the population is not very low. However, here too the scheme has a number of disadvantages, which are often noted by school librarians and teachers:

– the price of a complete set of textbooks, especially in high school, turns out to be quite high, as a result of which parents often buy counterfeit publications (“pirated”) that do not comply with any sanitary standards, and sometimes contain a lot of typos;

– there is a discrepancy in the purchase of publications (they didn’t understand and bought the wrong thing, they bought older editions without changes or additions, etc.);

– textbooks at the end of the school year remain with families, which means that next year’s students will have to buy everything again;

– inconsistency in the work of teachers in different classes leads to the fact that the books that the eldest child in the family studied with are no longer suitable for the younger one in a year or two (for example, one taught mathematics using the Alimov-Atanasyan set, and the second teacher works according to Telyakovsky-Pogorelov ).

As a rule, the school tries to regulate this process so that parents’ expenses, firstly, do not turn out to be very uneven in different classes, and secondly, so that they do not have to buy the same textbooks every year.

The idea of purchasing a set of textbooks so that at the end of the year they are forcibly given to the library, firstly, is illegal and causes discontent among parents, and secondly, it is practically still poorly implemented.

A softer and clearer option.

Librarians make a general summary of the availability of textbooks in the collection and try to distribute them so that each class purchases no more than 2-3 textbooks. As a rule, this is done so that one class buys some textbooks, the other buys others. In this case, the purchase is made centrally.

A fund is created from contributions from parents. In many schools, the decision on such contributions is made by a general parent meeting, where it is written that this money can only be spent on textbooks that go to the library and are issued for use as library books. The expenditure of these funds is controlled by the parent committee. Some schools accept these books for the general balance of the library, while others, in addition to the school library stamp, also put a “parental fund” stamp.

Thus, in the second option, the parent collection of textbooks is deposited in the library and separate reporting is maintained on it.

Pros of this option

Parents' expenses are significantly less than in the first option.

Precise planning of the acquisition of textbooks.

Strict accountability for recruitment policies and spending money from the parent fund, i.e. real participation of parents in school management is not only at the “give money” level.

By centrally purchasing textbooks in bulk, you can get discounts from booksellers. For example, in Volgograd, the Educational and Business Book center offers schools (only schools, not any wholesaler!) significant discounts compared to their own retail prices for textbooks.

Even such a “soft” option for spending on textbooks is not possible in all localities, because Purchasing power varies greatly.

. Textbook rental

This option is somewhat more troublesome, but is becoming increasingly popular.

Its essence is as follows.

All students are given textbooks from the library collection for a nominal fee (from 3 to 10 rubles one-time per academic year). With the money received from the rent, the missing textbooks are purchased, placed on the library's balance sheet and issued under the same conditions.

It is possible to clearly plan the acquisition of textbooks.

Cons and problems

Any expense on textbooks is already a minus in the eyes of a society that has become accustomed to their complete freeness. But more important are the professional disadvantages.

The calculation, receipt and accounting of rent for textbooks at school must be clearly spelled out and worked out so that money is not lost in the bustle of issuing textbooks at the beginning of the year. This requires a lot of work and consultations with lawyers and financiers.

The provision for renting textbooks must not only be clearly stated within the school, but also agreed upon with financial, regulatory authorities and the tax inspectorate.

This money should not be subject to any taxes! It is the ambiguity of this aspect of the issue that keeps many schools from introducing textbook rentals, because rent, in contrast to purchase with parental money, is a paid service to support the educational process. Availability of paid services at the core educational process is at odds with several laws of the Russian Federation and violates the rights of citizens to unhindered access to education and information.

Nevertheless, the experience of renting textbooks against the backdrop of a budget deficit seems to be the most attractive and certainly requires documents worked out at the level of the Ministry of Education of the Russian Federation and coordinated with tax and other legislation.

In principle, any experience of using parental money to buy or rent textbooks violates the right to accessible and free basic education.

Third way. Exchange of textbooks between schools in the region, issuance for temporary use. This method of replenishing the free textbook fund is very common. At the beginning of each academic year, special coordination meetings are held in many regions to exchange textbooks.

Exchange of textbooks, as a rule, only partially alleviates the problem of shortage of textbooks.

It happens that a certain textbook is in short supply in the entire district, or vice versa - a school lacks copies of a textbook that was the only one in the district, and it is impossible to get it in exchange or on loan. Nevertheless, some part of the problem can be solved in this way. Complexity

implementation of the exchange of textbooks in full lies in the fact that schools, even those located in the neighborhood, but belonging to different territorial units (for example, different regions), cannot exchange books, because transfer from balance sheet to balance sheet from one area to another is a very complex procedure. They are forced to only lend each other even textbooks that they clearly do not need, keeping them in their records and in storage.

In this case, the problem of transporting books arises most acutely. If a school can find a car to take out many books from one store at once, then driving to neighboring schools to pick up twenty to thirty “exchange” books with a car is most often impossible. This means that these trips fall on the shoulders of librarians. Fourth way. Purchase of textbooks with sponsorship funds.

Such experience is not very widespread as a system, because... There is almost no systematic receipt of large sponsorship funds. Nevertheless, a number of schools find this way an opportunity to replenish their textbook stock.

An obvious advantage This method can be considered an organized, not extended over time, purchase of sufficiently large quantities of books without collecting money from each parent and without passing “real money” through the hands of school employees.

Minuses.

Unpredictable quantity and timing of sponsorship.

It is difficult to find a sponsor and convince him of the need to invest money in the purchase of textbooks. Practice shows that sponsors whose charity is aimed at a library or school as a whole are more willing to invest money in computers, “eternal” books such as children’s and adult classics, in repairs or audio and video equipment.
A special problem is the acquisition of textbooks in boarding schools, orphanages and special schools!

IV. Media library and Internet access

The term “media library” appeared in our language relatively recently, and different experts interpret it differently. At the same time, significant differences arise not so much in the dictionary meaning, but in the idea of what the concept of “media library” includes in school.

In this work, a media library means a collection of information resources (on all types of media) aimed at ensuring the content and methodology of the educational process and educational work. To the media library in this sense not included resources organizing the educational process (electronic class journals, class and bell schedules, personal files, etc.).

The development of media libraries in schools cannot be discussed outside the context of the general process of modernization of education. In itself, the formation of a fund on non-traditional media is good, but it does not make much sense if the money is invested only for the purpose of creating the fact of such a fund. A school media library should have much broader functions than simply providing information for the educational process. Information on non-paper media is important because it makes it possible to use technologies other than traditional ones in teaching - obtaining ready-made, assimilation and reproduction of knowledge and related skills. Non-paper media enable the teacher to make learning an active process of acquiring and forming knowledge by the student himself, to introduce to a much greater extent project-based learning, educational games and constructive tasks in any subject using computer technology. In this regard, the role of the school library and media library as part of it in teaching children how to work with information is especially increasing. It is on the basis of the library-media library, where all information resources are concentrated, that in most European countries children are taught not only to find, but also to evaluate, sort, check and select information, and are taught the skills of forming any request, forms of organizing and presenting information. The requirements for the organization of a library-media library at a school, for its specialists and their functionality have been developed in detail by international library associations (IFLA, IASL) and exist translated into Russian.

In Russia, the process of organizing media libraries in schools has already begun. One of the first developers of the school media library project is E.N. Yastrebtseva, whose work forms the basis for the development of most school media libraries.

Two main options for organizing media libraries in our schools have already emerged.

First option . A library is an information center, of which the media library is a part. There are such schools in St. Petersburg (for example, gymnasium No. 56), Moscow, Krasnoyarsk (Gymnasium "Univers" No. 1), Novosibirsk (gymnasium No. 1), Nizhny Novgorod (school No. 186, gymnasium No. 8) and so on. (The list is not exhaustive.) The library-media library collects and catalogs materials on all types of media, provides users with the opportunity for individual work and the greatest possible access to information.

It is precisely in the conditions of modernization of education that the pedagogical role school media library. New pedagogical technologies require a large amount of independent work by students, which always proceeds at the pace and level that is characteristic of this particular student. Working at home leaves the child alone with the task, and the information resources at home, even with a computer and Internet access, are less than in the media library. During the lesson, the teacher is not able to provide each student with either individual assistance or training in skills to work with information - he has other tasks. Only media library specialists are able to provide everyone with the opportunity to work individually and provide individual support. And this work is only possible when all resources are collected in one place.

The organization of libraries and media libraries in schools requires not only additional technical equipment, but also premises and staff.

– Information on one issue (subject) appears physically in two different funds. This, firstly, creates restrictions for the user in the possibility of simultaneous access to them, and secondly, a union catalog is not maintained, i.e. It is also impossible to obtain an overview of the range of available information on one issue.

– Computer science teachers and information technology specialists working in such a media library, as a rule, have different main goals and objectives than those inherent in a library.

Therefore, they do not teach users the basics of information literacy, do not set themselves the goal of correlating information on different types of media, etc. In the separate media libraries I have seen, even the catalogs of CDs or video cassettes are compiled very roughly, if there is a catalog at all, and not just a list.

The contents of the disks are not labeled and do not correlate with the information available on this issue on other media, because this is work inherent to specialist librarians, and not teachers or computer technologists. Separate catalogs by type of media without a consolidated systematic one do not in any way satisfy the requirements for ensuring free access to information.

– The acquisition of book and media funds is carried out by different people, as a rule, without coordination, and the overall picture of the school’s information fund may turn out to be “where it’s dense, where it’s empty.”

– Given the fragmentation of funds, it is impossible to talk about creating a common information environment at school.

As a rule, schools explain this decision with the same reasons:

– the premises are planned and used in such a way that it is easier to equip a media library separately;

– librarians are afraid to take responsibility for the media library, fearing that the workload will certainly increase, but the salary and staff will not increase;

– it is believed that this option is cheaper in terms of costs for staff and equipment of premises. . This option is almost never used in our country, perhaps because it is not described in the literature. Its meaning is that the school saves on space for a media library and the number of computers by placing a library next door with a fund on all types of media and a computer class. The adjacent wall between the classroom and the library is glazed. The classroom has two exits - to the corridor and to the library. When classes are in session, the door to the library is closed, and after classes, access to the computer class is only through the library. In the library itself there is a service computer and 3–4 reading rooms, which according to European standards is considered unacceptably small for a school with 500–
600 children. The shared network is maintained by one computer support specialist. In the media library of such a school
3–4 employees, which is also considered quite a bit for Sweden. The reading room in the library itself is often quite small, but the use of a computer lab and the so-called quiet study area adjacent to the library makes it possible to actually increase the space used by the library. The wall between the quiet study area and the library is also glazed. This is also very important as a psychological and pedagogical move: firstly, something interesting is always happening in the library and this attracts the attention of other children, and secondly, the idea is reinforced that in the library and around it you cannot scream and run - these are quiet places classes.

This option for organizing a school media library is used in Sweden for poor public schools, especially in the provinces.

In any school in Sweden, library staff are responsible for teaching information literacy. There are special lessons for this in the clock grid. Particular emphasis is placed on teaching this discipline as a separate subject in the first two grades of secondary school, because It is believed that it is information literacy that lays the foundation for the ability to learn. Librarians either receive additional money for these lessons as hourly workers, or take an additional exam to become a teacher and generally receive a higher salary than those employees who do not teach these lessons. Lessons are taught in the library or in a computer lab if it is connected to the library.

The requirements for the qualifications of media library employees and for the work of media libraries in general are quite high there. Therefore, it is believed that combining work in the library with teaching subjects other than information literacy is to the detriment of the main job and is not encouraged.

INTERNET AT SCHOOL

In relation to the idea of using the Internet in the educational process, school employees are mostly divided into only two parts: some believe that this is already an urgent need, others believe that the Internet is a luxury (or a harmful toy), completely unnecessary in school.

There are gradually more of the former, although the inertia among teachers is quite high. In our opinion, awareness of the need for the Internet in school occurs faster among library workers (especially those with special education) than among teachers (excluding, of course, computer science teachers). Moreover, librarians see the Internet not only as a source of information resources for the library, but also as a means of modernizing education in terms of changing methods of teaching various subjects and developing the general and information culture of schoolchildren.

A number of schools already have Internet access via a modem or even a dedicated channel.

First option Internetization of the school, depending on the views of the director, computer science teachers and librarians, is carried out in three options.

Despite the unclear regulation in the regulatory documents of the work of such a structure in a school, many schools have achieved funding by creating reasonable calculations of the required premises, staffing, and the procedure for acquiring equipment and information resources. School media centers usually employ from 3 to 6 employees, while according to working hours standards up to 8 people are required, and according to international standards - up to 10 people for a school with 1500-2000 students.. . Computers in the computer science classroom are connected to the Internet, and work with it is carried out only under the supervision of the computer science teacher. Ideally, teachers of other subjects teach Internet-related lessons in this class. It often happens that children and teachers can use the Internet only during computer science lessons or during extracurricular hours, at the free will of the teacher and under his supervision. This scheme works in those schools where the library does not have a computer or has very old equipment.

A library with Internet access is not only an opportunity for users to work with it regardless of whether the computer science classroom is busy. It is the library workers, not the computer science teacher,
who has other tasks, competently create website directories, extract information from the Internet, which is conveyed to school specialists, help schoolchildren in individual work on projects and assignments, as well as in satisfying their requests for personal interests and problems.

Combining all resources, including the Internet, in the library gives the school the opportunity to really modernize school education.

Advantages and disadvantages

Comparing the activities of schools and libraries working according to the 1st and 2nd options, we can confidently say the following:

– when accessing the Internet through the library, teachers master the methods of incorporating Internet technologies into teaching much faster, since they receive not only the opportunity to use the Internet, but also a selection of relevant literature on the methodology of this work, and new periodicals. (The IFLA School Library Manifesto states: “The library provides educators with... information and ideas.” This is an important part of the process of modernizing education);

– librarians, as specialists in organizing information, make the Internet an easily accessible and understandable source of information by creating web catalogues, web indexes, etc.;

– combining all information resources in one place, processing and cataloging them according to the same principles by the same people creates an active information environment of the school, conducive to the effective educational process and self-education of teachers;

– the separation of the library from access to the Internet (when placing it only in a computer lab) practically deprives librarians of the opportunity to effectively use it and help teachers in this, because In order to work on the Internet, the librarian is forced to close the library. In fact, this results in overtime work for the librarian, because...

a library closed during business hours immediately creates difficulties for readers;

– with the second option of working with the Internet, the school also saves money on subscriptions, because Many publications already offer a subscription to the electronic version, which is significantly (sometimes even half) cheaper. . The most rare. The Internet is connected only in the library, usually via a modem. This option is used in schools where they have not found the opportunity to get a dedicated channel, and the computers in the library are not included in the school network.

At the time of the development of information technology (IT) at school, this option is quite convenient, and if there are strong restrictions on the time of using the Internet, then it is easiest to control this in the library. In addition, from the point of view of the efficiency of using Internet resources, if time and technical capabilities are very limited, then the Internet in the library is the only correct option.

This is how the library of the orphanage in Tobolsk, the boarding school named after. A. Pyrerki in Naryan-Mar and others.

GENERAL CONCLUSIONS ON THE TOPIC

Summarizing many materials (from almost all regions of Russia) collected by the newspaper “Library at School”, one can imagine the general picture of computerization and Internetization of schools and libraries.

Computerization of schools in many regions, unfortunately, does not affect libraries.
from 8 to 19 o'clock), despite the fact that in Sweden, Denmark, and France, children in many ordinary schools spend a full day, and teachers have time to prepare for tomorrow's lessons only in the evening.

The experience of some schools in the Kirov region, Moscow, St. Petersburg, Nizhny Novgorod and others has shown that such an organization of work is quite realistic, even if only two employees work in the library, one of whom is part-time. With the introduction of other positions that are necessary for the Internetization of schools and libraries, the problem of making the most efficient use of computers will be solved even easier.

Internetization of schools and school libraries has already been tested by many schools in different regions. Through trial and error, wishes and conditions were developed under which this process is most successful and effective, especially if we bear in mind the modernization of the entire educational process.

1. Informatization and internetization of the school must certainly and first of all affect the library.

2. With changes in the forms of work and functionality of the library, with an increase in the already heavy workload, it is necessary to increase the library staff. The most needed positions in the state, in addition to the head of the library (media library) and librarian, are the positions of bibliographer, librarian-teacher of the fundamentals of information culture, technical specialist in supporting computer programs, incl. library workers, librarian-organizer of mass work. These rates, which, of course, require sufficient qualifications of workers, should not be paid as simply librarians of the 6th–8th grades. Accordingly, it is necessary to introduce positions from the Ministry of Culture nomenclature: leading librarian, chief librarian, chief bibliographer, etc.

3. The concentration of all information resources of the school on the basis of the library allows them to be used more effectively than being dispersed among classrooms.

In one of the schools in the Tyumen region, the director refused a sponsorship offer to install a new computer class with medium-power machines only for educational purposes and asked to replace them with four powerful computers in the library. As a result, even computer science lessons taught in small groups in the library (three computers for students and one service computer for the librarian and teacher) turn out to be more interesting and effective. The rest of the time, computers work for all readers of the school, including access to the Internet.

These conclusions are especially relevant for rural schools, where active computerization is just beginning. The newspaper's reader mail indicates that a carefully thought-out strategy for this work is needed, including in terms of changing the functionality, goals and objectives of the rural school library and, accordingly, its staff, so that funds and efforts are not wasted.

Unfortunately, the fact of installing a single computer in the office of the head teacher or school secretary is quite a common occurrence, and it can hardly be considered as computerization of the school.

V. Library lessons in the school library

The regions have accumulated vast experience in developing BBZ programs and individual lessons.

Some regions even held competitions for the best library lesson. Often such lessons, by agreement between libraries, are held on the basis of children's public libraries. Typically, the program is 3-4-6 hours per year for each grade and is carried out during replacement hours or as additional activities.

Schools where BBZ lessons are included in the schedule due to the school component are very rare, but they do exist. Even when Crimea was part of our country, at the Gurzuf secondary school named after. A. Pushkin introduced a whole bibliography course, developed by school library workers A. Karneeva and E. Tarasova for primary and secondary schools.

In a number of schools, having recognized as a general problem the inability of children to navigate the flow of information and, in fact, the inability to learn, they also established that this ability is difficult to teach during other lessons. Thus, the idea arose to introduce a course on the basics of information culture (in other versions it is called “learning to learn”) into the clock grid. Some schools consider it to be fundamental in secondary school, so in grades 5-6 it is given up to 2 hours a week for all two years. Then the number of hours is reduced, and electives are organized for those who wish. Ideally, this course is taught by specialists with library education, although it does not at all repeat the old course on the basics of library knowledge.

Those teaching the course on the fundamentals of information culture have to master a lot themselves, because

There are still very few methodological developments.

In this regard, the library faculties of universities arose the idea of introducing a new specialty - “Teacher of the fundamentals of information culture.” According to university specialists, the basis for this specialty should be library science plus a set of some other special subjects.

(fiction and scientific literature)

VI. Personnel for school libraries

The experience of many schools of different types has shown that leading directors, using the right to vary the staffing table, strive to form a library staff in their schools that would ensure its high-quality and uninterrupted operation. However, this presents great difficulty for directors, because They, too, are severely limited in their actions, not only by meager funding, but also by the many unclear and contradictory documents that they must follow.

For example, the list of positions for education workers does not include the position of librarian or library manager. These, as well as other library positions, are only in the list of positions for cultural workers. However, in this last list there are many more options for positions (bibliographer, leading librarian, librarian of categories I, II, chief librarian, librarian-methodologist), which are de facto not recognized by the majority of economic planning bodies of education, and therefore are almost not used when forming the staff of libraries of general education institutions. This problem of the impossibility of introducing other library positions also arose because in the official Not

Problems also arise because the Ministry of Education of the Russian Federation recommends that when questions arise regarding the staffing of libraries, one should be guided by the documents of the Ministry of Culture developed for public libraries. Very often, locally, documents from the Ministry of Culture are not taken into account, because The Ministry of Education pays the salaries of school librarians. Thus, school librarians are deprived of the rights and benefits of the Ministry of Culture system, as well as the rights and benefits of teaching staff and, regardless of the level of qualifications and work experience in their specialty, are reduced to the level of technical personnel. Such a reduction in status violates the rights of workers guaranteed by the Labor Code, because In the technical specifications for education workers and other documents regulating the calculation of salaries for library workers, they are subject to education and work experience requirements not as technical personnel.

EXPERIENCE IN SOLVING HR PROBLEMS

Many progressive directors, understanding the importance of good library work at school, are trying to solve the problems of the number of workers and remuneration of librarians.

The most common options.

1. A library employee is charged as a teacher of additional education and leads (or allegedly leads) some kind of club, receiving for this from 0.5 to
1 salary for an additional education teacher, plus compensation for methodological literature.

2. Library workers, together with the administration, monitor working hours, calculate the actual workload of librarians, based on standard time standards for performing library work, according to the functionality of school library workers officially prescribed in local school regulations.
After that, they carefully calculate the required number of rates, based on the requirements for the library and according to the above calculations, and include the costs of the necessary library staff in the school budget. There are such examples in St. Petersburg, Moscow, Krasnoyarsk, Tver; in Karelia (in one of the small orphanages there is a “leading librarian” position); in Nizhny Novgorod in several schools, in addition to head rates.

The library and librarian positions include bibliographer and leading librarian. The director has the right to defend his version of the estimate. By the way, there are precedents for school directors winning claims against authorities that refused to accept estimates

(see the newspaper “Library at School” No. 6–2002, pp. 5–6).

In the Republic of Sakha (Yakutia), on the basis of such calculations, the republican law introduced the positions of teacher-librarian and teacher-library manager, along with ordinary positions, the rights and responsibilities of employees and the procedure for their certification are prescribed. The position of “librarian-teacher” does not necessarily imply teaching lessons in any subject. The Irkutsk region has the same experience of introducing positions of librarian-teachers.

(fiction and scientific literature)

3. To justify the need to increase the library staff, its employees and/or administration turn to the school’s board of trustees, which has the right to influence the redistribution of the school’s finances and seek additional funds. This experience is already being applied where boards of trustees are strong and effective in practice.

There is almost no training of specialists for children's libraries in cultural universities and university library departments. Only three or four universities in the country have retained this specialization. Attempts to introduce the words “and school libraries” into the name of the specialty change practically nothing, because in connection with this, the curriculum does not change in any way, which means there are no differences in preparation. Many library specialists have already proven that work in children's public and school libraries is quite different, which means that training should also differ.

In the documents and practice of many European countries, the requirements for training a school librarian are formulated quite clearly. They require special training and a fairly large difference in salary depending on the level of this training. (A worker with a college-level education in school librarianship often earns more than a worker with a college-level education, such as a technical degree.)

Librarians - readers of our newspaper and graduates of the ten-day in-person seminar “Library School “First of September”” often note that special training is needed for school librarians. It should include, in addition to special library subjects and an extended literature course, also:

– developmental psychology;

– general pedagogy and educational psychology;

– main directions of modern pedagogy (schools, educational systems and teachings);

– modern pedagogical technologies;

– new information technologies in education.

The current bleak state of affairs with school library personnel is largely explained by unclearly defined requirements for their qualifications, the assumption of 0.5 and even 0.25 rates in small schools where they are most needed, and the lack of a special training system. No preparation - nothing to demand. So the people who work in schools are often not only librarians, but not even teachers. There are examples when the head of a school library is a physical education teacher, a military instructor, a chemical technologist from a closed military plant, and even a tram driver with 8 years of general education.

SOLUTION

We do not know of any experience of a clearly successful solution to the problem of training professional school librarians in our country.

Attempts by some cultural universities to introduce such a specialty have so far, as far as we know, been unsuccessful. In addition, young specialists with higher library education, as a rule, are reluctant to work in schools due to the unclear status and lack of prestige of the profession in teaching staff.

The experience of some European countries is interesting, where only a person with both library and pedagogical education can work as a librarian in a school. At the same time, it is not necessarily higher. In our conditions, the optimal option seems to be the creation of special faculties on the basis of pedagogical colleges. It may be easier to invite specialists from library technical schools there to teach special subjects than to create two different specializations at a library technical school (the curriculum may be too different for them).
Retraining

and advanced training

There is no nationwide system for improving the qualifications of school librarians. There are not even approximate programs or recommendations on what and how to teach and on what basis to conduct courses. In most regions, training was undertaken by institutes for advanced training of educators or institutes for educational development, but as a rule, neither one nor the other has departments of library science, methodologists for library work, etc. In this case, the organizers of the courses are the managers or employees of the libraries of these institutes. In other cases, training of school librarians is organized by children's public libraries (regional, district). The content of the courses is formed, at best, from the immediate needs (requests) of school librarians, and more often from the capabilities of the organizers and their ideas about the needs of school librarians. As follows from letters to the editor and some sociological studies, these ideas do not always correspond to the real needs and expectations of librarians.

The greatest success among school librarians is specific thematic courses that help organize the work of one specific area. For example, methods of local history work in the library, methods of work on environmental (legal, historical) education of schoolchildren, analysis of reading in the school library, etc.

Experienced librarians are more likely to point out what is missing from continuing education courses.

With slight fluctuations, depending on the technical equipment in the regions, this list looks like this:

– basics of computer literacy;

– modern information technologies in libraries;

– modern information and Internet technologies in education and in the school library;

– modern pedagogical trends, new pedagogical technologies in school and their application in the school library;

– fundraising;

– developmental psychology and psychology of reading;

– technology for creating library projects;

– methodology for organizing media libraries;

– methods for developing information literacy in children;

– experience of colleagues from school libraries in foreign countries;

– educational work in the library as part of the general plan of educational work of the school.

Librarians at special schools typically want to receive the following special courses:

– basics of defectology, psychology of children with special needs;

– reviews of specialized literature – from textbooks for children to scientific publications;

– methods of library work with children with developmental disabilities or limited physical capabilities.

Some of these courses are developed in detail and well somewhere locally, but in other regions they are not at all, just as it is impossible to find teachers, or there is no way to get or have money to buy special literature on these problems.

The course on the development of information culture and the methodology for teaching it to librarians, for example, has been thoroughly developed at KemGAKI.

The library faculty of Omsk State University once dealt with the training of school librarians, but now this area is closed.
K. Ushinsky have circulations of 300–500 copies). At the same time, attempts by commercial publishers to release something to fill the gap lead to the release of “masterpieces” like the professionally incorrect “School Librarian's Handbook” published by the Profession publishing house (St. Petersburg). On the other hand, most librarians do not have the opportunity to buy professional literature at their own expense, because does not receive compensation for methodological literature, which is due to teachers. It is not at all possible to purchase it for the library with budget money due to the lack or shortage of money for acquisition.

Even such mandatory working material as “LBC Tables for Children’s and School Libraries” is not available to all school libraries. There are regions where at one time money was allocated from the budget for these “Tables”, and every school has them. In other places, the “Tables” are only available to educational fund methodologists and public chairmen of school library education departments. In some rural and township schools, librarians work according to a three- to four-page “Tables” diagram, copied by hand. Whatever the qualifications of the librarian and no matter how he was trained, it is impossible under these conditions to expect the maintenance of competent catalogs and card files, and even more so - a detailed systematic listing of books and periodicals.

Wishes. A targeted program is needed to provide school libraries with working materials and methodological literature, so that every school library has it in its collection as mandatory. It is important that this program be centralized, regional or federal, and that the books be placed on the library’s balance sheet, because If such literature is purchased with personal funds, special books “leave” from the libraries along with a change of employee. The content of a professional fund for a school librarian is a separate topic that is not included in this review.

VII. Paid services in libraries of educational institutions as a new requirement of life

Paid services arise in school libraries not only from the desire of libraries to survive by earning some extra-budgetary money. They also arise from the fact that users (readers) expect more from a modern library than is included in its standard functionality, and are willing to pay for it.

Therefore, the development of paid services should be considered as a certain given fact that arose in the course of the development of libraries, and therefore requires legalization and development, and not a ban.

Some schools, where the distribution of funds is in charge of boards of trustees, where the provisions on paid services in libraries are carefully written and agreed upon with financial authorities, have good experience with these services.

An important achievement in the local regulations of the mentioned schools are the following:

– paid library services are justified and legalized separately from additional educational services provided by the school, or vice versa – included in the list of educational services as their supporting part;

– income from paid library services can be spent only on the needs of staffing the library, and not on the purchase of cleaning supplies, repairs of premises and other needs of the school or library;

– the library separately reports for the expenditure of funds received from these sources to the board of trustees: thus, both the administration and the board of trustees have an accurate picture of the ratio of acquisitions from various sources.

It should be noted that many schools, including small ones, are interested in this type of library service. In the Tyumen, Leningrad, Nizhny Novgorod, Moscow, and Volgograd regions, librarians from some schools conducted surveys among students and parents about the possibility and desirability of introducing additional paid services in the school library, as well as about their possible range. In most of the schools we know of where surveys were conducted, both children and parents were in favor and offered a whole range of desirable services. It is interesting that parents and students of small village schools expressed interest in these services. Librarians believe that services such as the so-called “nightly” subscription of periodicals and reference collections, selection of literature or compilation of recommendation lists on a problem/topic for students or other graduates and residents of the microdistrict can bring real benefits to both users and the library, regardless of availability it contains technical means.

The most popular services:

– reproduction of materials on paper;

– copying by other means materials contained on different media;

– interlibrary loan;

– “night” subscription;

– compiling bibliographic lists on any topic, not even necessarily based on the collections available in a given library (such as “what to read on the topic?”, “what to look for in other libraries?”).

the main problem lies in the lack of development of documents regulating this activity in school libraries at the level of the Ministry of Education. At the same time, it is very important that the documents do not take the form of approximate provisions for creating only local regulations, but are regulating at the federal level, i.e. mandatory for local financial and regulatory authorities.

It is necessary to generate income from paid library services and recycling waste paper protected from being spent on other needs.

It is precisely because this issue has not been fully developed and hence some “illegality” of paid services in school libraries that, at their request, the schools whose experience is described are not named here.

In schools where the role and influence of the board of trustees is quite large, often the place and role of the school library, as well as the degree of its provision, depend on the interaction of library workers with the board of trustees.

If the work of the library is transparent for the members of the board of trustees, its goals, objectives, and methods of work are clear, then certain requirements of the library presented to the board become clear and justified.

Relations with the board of trustees require from librarians not only explanatory work and demonstration of their activities, but also effective assistance: selecting materials for consultations on emerging problems, making all kinds of inquiries and searching for information, even if it is not directly related to the educational process. Librarians, who work closely with the board of trustees, consider it part of the school community and therefore the library's service area.

All documents regulating the work of the library are submitted to the board of trustees and approved by them, and not just by the director. Reasoned defense of the draft of his documents (library regulations, functionality, staffing, rules of use, etc.) sometimes helps the librarian to enlist the support of the board of trustees in order to help convince the director if he does not agree for some reason.

It is the constant work of the library with the board of trustees that helps to increase the staff of the library, solve problems of equipment, acquisition of both fixed assets and textbooks, additional payments to employees, etc.

Based on the experience of the Univers gymnasium No. 1 in Krasnoyarsk, one can judge what results of library development can be achieved if the qualifications of its staff and interaction with the board of trustees convince the latter of the importance of the library-media library in the school.

The library's relationship with the board of trustees develops best when it is formalized in jointly developed documents. In this case, neither a change in library management nor a change in the composition of the board of trustees will affect their relationships and cooperation.

A unique example of the work of a school board of trustees is the Parent School in Tver, created and managed by a public parent association.

The status of libraries in such schools is quite high if library workers prove the level and importance of their work. Without making any claims to global generalizations, I would still risk saying that the most rapid and successful development of media libraries is often observed in those schools where the influence of the board of trustees is strong.

Conclusion

A distinctive feature of the current stage life of school libraries, common to most advanced schools in Russia, regardless of their status, specialization, technical equipment, is changing the place and role of the library in the educational process compared to the traditional one.

As a rule, in such schools the library in reality, and not in words, is the information and cultural center of the school, directly involved in the educational process, and not just providing teaching aids and texts for specific needs. It was in these schools that the directors and boards of trustees found an opportunity to improve the premises and expand the library staff, while at the same time qualitatively increasing the requirements for its work. The latter is especially important.

The technical equipment of the library, in the opinion of many directors, is only a tool for it to effectively fulfill its role as the information and cultural center of the school, but changing its staffing is a necessary condition.

The modernization of the educational process in many innovative schools began with the modernization of the library as the basis for changes in the school. This is the history of the development of the Nizhny Novgorod author's academic school No. 186, the Krasnoyarsk gymnasium "Univers" No. 1, the Pedagogical Gymnasium and some other schools in Nizhny Novgorod, the gymnasium No. 56 of St. Petersburg and others. This path is now being followed by the development of the boarding school named after. A. Pyrerki in Naryan-Mar.– libraries of rural schools, orphanages and boarding schools, schools for children with special needs. Traditionally, these are small schools, and therefore have 0.5 librarian positions, with a maximum of one full-time position.

Experience, however, shows that it is in these types of schools that the role of the library is especially important for the development of children and the organization of their life and study. It is not without reason that many European countries (Sweden, Denmark, England, as well as the rather large Australia, which has many remote and poorly developed regions) attach special importance to the libraries of these schools. Often the norm for the number of children per librarian in such schools is several times less than in urban schools. In rural schools with up to 50 children, there is certainly a full-time librarian, and in the rare schools for children with special needs, there are 4 library workers per 50–200 children, at least one of whom must have not only a library, but also a pedagogical education (at least higher pedagogical courses), as, for example, in special schools in Scotland and Denmark.

Librarians from rural schools in Russia, answering a question from our newspaper about the main activities necessary to improve the work of their libraries, note the following:

– training of personnel for school libraries, especially rural and special ones;

– increasing the number of rates in libraries and eliminating the dependence of salaries on the number of students in the school;

– introduction of a protected article on acquisition of funds and subscription of periodicals for the library;

– the opportunity for a librarian to subscribe to professional publications (librarians do not receive compensation for methodological literature);

– changing the role and functionality of small school libraries at the legislative level;

– priority informatization of school libraries;

– as very desirable, many also note the transfer of responsibilities for working with textbooks to a separate position. Main problems

, characteristic of most schools in Russia, regardless of status and location:

– Unclarity of the status of a library worker in a school, inconsistency of the list of acceptable positions in a school library in documents at the federal level.

– Insufficient staffing levels (based on the library’s functionality and work time standards, the actual workload per person is at least twice as large).

– Lack of special training for school librarians, at least with secondary specialized education.

– Lack of clear sanitary standards for equipment, dust, lighting, safety of furniture and equipment in school libraries.

– Salary is much lower than the official subsistence minimum; lack of social benefits, which school librarians do not receive either as educators or as cultural workers.

In the best schools, where libraries (library centers, media libraries) operate at the level of modern requirements, directors had to look long and hard for opportunities to expand the library staff, because this is not provided for in the main federal documents. Local inspection bodies are guided only by such documents, which means that the success of these schools exists not thanks to, but in spite of main regulatory documents. Nevertheless, these schools are an example of realizing the potential of libraries and their influence on the modernization of the educational process.

Bibliography

1. Ivanova N.V. and others. State and current problems of development of school education in rural areas / N.V. Ivanova, N.V. Osetrova, A.I. Smirnov - M., 2000.

2. Unified tariff schedule for education workers.

3. A unified tariff schedule for employees of cultural and educational institutions. TKH for positions of cultural workers.

4. On the transfer of the education system of the Republic of Sakha (Yakutia) to differentiated wages based on a single tariff schedule.

(Appendix No. 1-18 to the resolution of the Ministry of Social Protection, Labor and Employment and the Ministry of Education of the Republic of Sakha (Yakutia) dated December 23, 1992 No. 47.

5. Osetrova N.V., Smirnov A.I.

Providing educational institutions with educational literature: status, problems and prospects (based on the results of a study in 5 regions of Russia) / Ed. V.A. Bolotova. – M., 2000.

6. School Libraries: A Guide for School Libraries; School librarians: Qualification requirements for the profession. General instructions; Guide to Library Services / International Federation of Library Associations and Institutions IFLA. – M.: Rudomino, 1997.

7. Yastrebtseva E.N. Media library: How to create a media library at school. – M., 1994.
ANNEX 1

Regulations and laws of the NGO “School of Self-Determination”

The school library is the intellectual fund of the school. All citizens of the NGO “School of Self-Determination” have the right to use the library for the period from September 1 to June 20 of the current academic year.

1. Main tasks of the library

The main objectives of the school library are:

Increasingly complete familiarization of the reader with the treasures of spiritual culture;

Promoting the labor, moral, legal and aesthetic education of students, improving their general educational, cultural and professional level;

Creation of real conditions for providing the reader with the necessary information for his one-time requests, when carrying out creative work, work on educational programs.

2. Structure of the library collection

2.1. Main fund:

Textbooks;

Methodological literature;

Fiction and popular science literature.

2.2. Reading room fund:

Encyclopedias, dictionaries, reference books, albums and atlases;

Illustrated printed publications in one copy;

Works of fiction corresponding to the curriculum, in a single copy.

2.3. Rare Books Foundation:

Valuable books and albums (on art, literature, history, dictionaries of Brockhaus and Efron, Old Russian language, etc.);

Subscription publications.

3. Basic rules for using the library

3.1. A necessary condition for the work of the library is the mutually polite attitude of readers and library workers, their observance of silence, order and careful attitude towards the library’s collections and property.

3.2. Citizens wearing outerwear are not allowed into the library.

3.3. Bags and briefcases are left by readers at the entrance to the library collection in a specially designated area.

3.4. Registration of readers is made on the subscription. Students are registered individually according to the class list, employees and teachers - based on information from the personnel department.

3.5. For each reader, a reader's form of the established form is filled out as a document giving the right to use the library.

3.6. When registering, readers must familiarize themselves with the rules for using the library and confirm their obligation to comply with them by signing on the reader’s form.

3.7. Procedure for issuing literature:

Textbooks, methodological literature and other printed publications corresponding to the curriculum are issued for the whole year and throughout the entire academic year.

Textbooks for primary and secondary schools are issued to class teachers for a collective form;

The period of use of books can be extended, but no more than two times, provided that there are no applications for this book from other readers;

The terms of use of materials necessary for creative work are agreed upon upon issuance;

Reading room books are issued to the reading room for one day with a corresponding entry in the reading room journal;

Books from the Rare Books fund are issued only to the reading room without the right to be taken out of the library.

3.8. Readers who do not return books within the specified time frame are considered debtors and receive books only after they have returned their debts and paid a fine.

3.9. Readers who have lost or damaged books replace them with the same copies or editions recognized as equivalent. If replacement is not possible, the actual market value of the publication will be refunded.

3.10. Deadlines for submitting literature at the end of the academic year:

Textbooks – no later than:

Note. For graduating classes, the deadlines for submitting fiction and educational literature can be changed by agreement with the library.

3.11. A personal file is issued to students only after the return of literature borrowed from the library; Departing employees mark their walk-through sheet in the library.

4. Rights and responsibilities of the reader when using the library

4.1. The reader has the right:

Have free access to library collections and information;

Gain free access to library collections and information;

Receive printed publications and audiovisual documents for temporary use from the library’s collections;

Receive consulting and practical assistance in searching and selecting printed works and other sources of information;

Extend the period of use of literature in the prescribed manner;

Use reference and bibliographic apparatus, catalogs and card files on traditional and machine-readable media;

Use reference, bibliographic and information services;

Obtain library, bibliographic and information knowledge, skills and abilities to independently use a library, book, information;

Take part in events held by the library;

Require confidentiality of data about him and the list of materials he reads.

4.2. The reader is obliged:

Follow the rules for using the library;

Treat printed works and other media received from the library collection with care (do not make notes, underline them, do not tear out, do not fold pages, etc.);

Return books and other documents to the library within strictly established deadlines;

Do not remove books and other documents from the library premises if they are not recorded in the form or journal “Reading Room”;

Do not disturb the order of arrangement of literature;

When receiving printed publications and other documents from the library collection, review them in the library and, if defects are found, notify the library worker, who will make an appropriate note on them;

Sign the reader's form for each publication received from the library;

When leaving school, return the publications and other documents registered to him to the library.

5. Rights and obligations of the library

5.1. The library has the right:

Issue the necessary literature to the reader only after returning books whose use period has expired;

In some cases, reduce the established time limits for readers to use high-demand materials;

Limit the presence of readers in the library collection during the hours of workshops in the library;

Interrupt the work of the library for half an hour in the middle of the day for a technical break to ventilate the reading room and restore order in the library collection;

If the terms of use of books are violated without good reason, apply penalties to readers. The amount of the fine is established at the beginning of the school year by decision of the School Council;

To deprive those readers who have shown a careless attitude towards the materials of this fund from using the Rare Books fund for the current academic year;

Use the help of the class on duty, by agreement with it, and the class council when working with debtor readers.

5.2. The library is obliged:

Conduct annual re-registration of readers at the beginning of the school year;

Ensure free access for readers to library collections and the issuance of printed materials for temporary use;

Provide prompt and high-quality service to readers, taking into account their requests and needs;

Provide catalogs, card indexes, and other forms of library information for use;

Conduct consulting work, provide assistance in searching and selecting the necessary publications, library and bibliographic and information knowledge;

Conduct oral and visual mass information work; organize literature exhibitions, bibliographic reviews, games, holidays and other events;

Improve work with readers by introducing advanced computer technologies;

Systematically monitor the timely return of issued printed works to the library;

Ensure the safety and rational use of library collections, create the necessary conditions for storing documents;

Carry out minor repairs and timely binding of books, involving library assets and the work of the “Library” workshop in this work;

Contribute to the formation of the library as a center for working with books and information;

Create and maintain comfortable working conditions for readers;

Periodically update the permanent exhibition “Gifts from Our Readers.”

LAW ON THE RIGHTS AND OBLIGATIONS OF SCHOOL CITIZENS No. 734
(teachers, students and staff)

Chapter 1. Rights and obligations of citizens NGO “School of Self-Determination”

Rights of all citizens

1. All citizens of NGOs have equal civil rights.

2. Every citizen has every right to act at his own discretion, to freely express his opinion, without infringing on the dignity and freedom of other people. (Law on protection of honor and dignity.)

3. Every citizen has the right to file an application to the Court of Honor for insulting his honor and dignity.

4. Every citizen has the right to submit his opinion, demand, protest, idea for consideration to the School Council, to the Court of Honor, to the General Assembly.

5. Every citizen has the right to nominate candidates in accordance with the election law, to self-nominate, elect and be elected to any NGO body.

6. Every citizen has the right to participate in all spheres of the life of the association, to attend meetings, councils, pedagogical plenums, and to receive information.

7. Every citizen can propose holding a cultural event and take the initiative into their own hands, as well as become the initiator of the creation of any circles, sections, clubs, projects, etc.

8. Every citizen can raise before the NGO Council the question of the presence of a student, teacher, or employee in the association, if by his actions he violates the constitution of the NGO.

9. Every citizen has the right to join any school non-political and non-religious associations or create their own, provided that their charter does not contradict the constitution of the NGO.

Responsibilities of all citizens

1. Every citizen is obliged to comply with the constitution and NGO laws.

2. Every citizen is obliged to comply with the decisions of NGO bodies.

3. Every citizen is required to participate in self-care in accordance with the law and NGO regulations.

4. Every citizen is obliged to comply with the daily routine established by NGOs and to take care of school property and the property of all citizens.

5. Administration staff and teachers are obliged to provide students with educational opportunities.

6. Each student, in accordance with his capabilities, educational needs, individual plans and programs, is obliged to use the available conditions for his education.

Chapter 2. Rights and obligations of the student

Student rights

1. The student has the right to freely choose subjects above the state minimum that will be useful in his further studies and life from the 5th grade.

In grades 10–11, the student has the right to independently choose the range of required subjects, except for the subjects designated as compulsory by the School Council.

2. The student has the right to study according to an individual plan at his own request and in agreement with the subject teacher and, in connection with this, to freely attend with subsequent passing of exams and tests.

3. The student has the right not to attend class only by agreement with the teacher.

4. The student has the right to refuse the teacher:

a) in case of psychological incompatibility;

b) if the teacher insults the student.

5. The student has the right to choose a teacher in agreement with him.

6. The student has the right to pass the program that he must complete during the academic year early and move on to the next grade.

7. The student has the right to replace the teacher in classes in case of illness of the teacher by agreement with the administration.

8. A student may file an appeal to the academic unit or department if he believes that he was given an unfair grade for any work.

9. The student has the right to be in school unhindered throughout the day up to 18 hours, without interfering with the educational process. After 18:00, staying at school is possible only with adults: heads of study groups, clubs, sections, teachers, parents, etc.

10. Students in grades 10–11 have the right to refuse the chosen special course and explain the refusal.

Student Responsibilities

1. The student is required to complete a junior high school course.

2. The student must provide a document explaining his absence from classes.

3. The student is obliged to fulfill all the teacher’s requirements for preparing for the lesson.

Chapter 3. Rights and responsibilities of a teacher

Teacher's rights

1. The teacher has the right to teach using any methods and means at his own discretion, if they do not contradict the constitution of school No. 734.

2. The teacher has the right not to admit latecomers to the lesson and not to take tests from them in his free time; Do not explain a topic that students have missed without a good reason.

3. The teacher has the right to remove a student from the lesson if he interferes with the work of the class and the teacher or humiliates the dignity of others, and if the violations become permanent, to refuse the student by decision of the School Council.

4. The teacher has the right to demand from the student a document explaining his absence from classes.

5. The teacher has the right, with the consent of the student, to transfer him to another teacher in the same subject with the consent of the other teacher.

6. The teacher has the right to demand that the student complete all tasks provided for in the lesson plan.

7. The teacher has the right, with the consent of the student, to transfer him to an individual plan.

Responsibilities of the teacher

1. A teacher cannot give a student an individual plan if the student does not want it.

2. The teacher is obliged to dismiss students immediately after the bell, since recess is a time for rest, not study.

3. The teacher is obliged to release the student from the lesson at his request.

4. The teacher is obliged to conduct additional classes and preparation for exams, if they do not contradict paragraph 2 of Chapter 5.

5. The teacher is obliged to provide the student with all the conditions for full-fledged work in the classroom.

6. The teacher should evaluate work in class, give marks for knowledge, and not for behavior.

7. The teacher is obliged to coordinate with the educational department classes with an incomplete class, conducting tests, and exempting individual students from exams.

Student Draft Laws and Regulations
9th graders during law immersion

DRAFT ACT ON RIGHTS
AND DUTIES OF THE SCHOOL DIRECTOR

Chapter 1. Rights of the director

1.1. The director has the right to participate in all school activities (from clubs for first-graders to the School Council).

1.2. The director has the right to enjoy the same rights as school students, for example, to resolve controversial issues through the Court of Honor.

1.3. The director’s rights also include the ability to call people who do not comply with the laws and conduct explanatory conversations with them.

Chapter 2. Responsibilities of the director

2.1. The director is obliged to fulfill all his obligations.

2.2. The principal must abide by the NGO school constitution.

2.3. The director must not abuse his position.

2.4. The director is obliged to communicate with students, know the mood in the school, as well as school problems.

DRAFT LAW ON COMBATING VANDALISM

Explanatory note

Acts of vandalism began to be committed more and more often at our school, so I decided to write a draft of a new law to combat vandalism, relying on the opinion of the children.

Purpose of the law

1. Teach children to be responsible for their actions, teach them to be responsible for their actions.

2. Make sure that others always stop another person’s acts of vandalism.

3. Take care of the school and make sure that it always remains beautiful and hospitable for us.

Vandalism- This is deliberate damage to school property. Damage to school property is the destruction of desks, chairs, etc. As well as writing on walls, windows and doors.

1. Responsibilities of citizens

1.1. A school citizen is obliged to prevent damage to school property himself or with someone else's help.

1.2. A citizen of the school is obliged to erase obscene expressions that insult his honor and the dignity of others in any places where they are written.

1.3. A school citizen is required to clean his classroom. Cleaning also includes the removal of indecent writing from chairs, desks and any places where they will be written.

2. Responsibilities of the School Council

2.1. The school board should encourage those people who help in the restoration of school property.

3. Responsibilities of school attendants

3.1. The attendants are required to monitor cleanliness and order and everything that happens in the school.

4. Damage to school property due to negligence

4.1. The perpetrator is required to repair school property or compensate for material damage.

APPENDIX 2

On the transfer of the education system of the Republic of Sakha (Yakutia)
for differentiated wages
based on a single tariff schedule

APPENDIX No. 1-18

to the resolution of the Ministry of Social Protection, Labor and Employment and the Ministry of Education of the Republic of Sakha (Yakutia) dated December 23, 1992 No. 47

WAGE RANKS
TARIFF RATES
library workers of educational institutions

Job titles	Categories and subsections of remuneration	Tariff coefficients

Librarians of educational institutions with a student population of 55 (no more) people and ISFRO libraries
Those with higher education

Head of the library of an educational institution with a high level of professional activity (UPD)
Leading teacher-librarian

Teacher-librarian


Head of the library of the educational institution

Leading teacher-librarian
Leading teacher-librarian with high achievement level
Teacher-librarian
Teacher-librarian with high achievement level
Librarians of educational institutions with up to 550 students, boarding schools of all types, orphanages, teaching rooms (centers) and other educational institutions
Those with higher education
Head of the library of the educational institution
Head of the library of an educational institution with a high UPD
Teacher-librarian
Teacher-librarian with high achievement level
Those with secondary specialized education
Head of the library of the educational institution
Head of the library of an educational institution with a high UPD
Teacher-librarian
Teacher-librarian with high achievement level

Chairman of the Committee on Labor and Employment of the Republic of Sakha (Yakutia) Kh.N. Dyakonova

Gymnasiums, lyceums, schools with in-depth study of individual subjects

Comprehensive schools

Rural and township schools

Libraries of orphanages, boarding schools for children deprived of parental care

Libraries of schools and boarding schools for children with disabilities

II. Acquisition of the main fund (fiction and scientific literature)

State

Problem solving experience

III. Textbooks. Problems of acquisition in new conditions

State

Providing textbooks for extra-budgetary funds

IV. Media library and working with the Internet in a modern school

Media library and its role in the educational process

Internet at school

General conclusions on the topic

V. Library lessons in the school library

VI. Personnel for school libraries

Staffing table

State

Experience in solving personnel problems

Personnel training

State

Solution

Retraining and advanced training

The school library has a special place in the library space. First of all, it is, of course, an educational library, since it is obliged to provide information and relevant documents to the educational process. At the same time, it simultaneously functions as a special library, serving the teaching staff of the school, and as a public library, providing students with extracurricular materials, supporting extracurricular and extracurricular activities. Moreover, unlike the public and special ones, the school library is not independent, but is a structural unit of the school. Unfortunately, this multifunctionality of the school library and its role in the life of the school is not yet fully understood by the administration at all levels, teachers, and sometimes librarians themselves. Currently, the largest network of libraries in Russia (about 67 thousand) is in crisis. The particular severity of today's situation is determined primarily by the difficult financial situation of the school in general and the school library in particular. The magazine "School Library", one of the goals of which is to attract attention to the needs of school libraries, change the attitude of both the pedagogical and library communities towards it, published a questionnaire in its first issue, the purpose of the questionnaire is to analyze the real situation and problems of a modern school library. The study initiated by the magazine "School Library" made it possible, for the first time, to obtain quite voluminous and varied information about the problems of today's school library, about the structure of the school librarian's activities and his information needs. A specially designed questionnaire was filled out by 520 respondents from 37 Russian regions - Moscow,
St. Petersburg, regional centers, large and small cities, villages, towns. Analysis of the data obtained shows that the questions posed in the questionnaire touched the most “painful” points. This3 is evidenced, in particular, by librarians’ detailed responses to open-ended questions, which provide an opportunity to express different points of view and suggestions. The central problem of the school librarian and library is the financial problem. First of all, it affects acquisition - there is no money to replenish the fund with new books and periodicals. The stock of school libraries is rapidly deteriorating and does not meet the requirements of modern education and upbringing. The overwhelming majority of respondents pointed to the insufficiency or complete absence of new products in the fund; they feel an acute shortage of reference, scientific, educational, and methodological literature. The situation is especially difficult in rural schools. Analysis of the data obtained indicates that the fund is replenished mainly not from official sources of acquisition (budget), but from parents who donate money for textbooks. Students, graduates, and teachers donate books - and, judging by the responses, most often they are not new, which increases the outdated part of the fund. Sometimes literature is donated by public libraries or libraries of other educational institutions. And still, this is not a solution to the problem. More than half of the respondents noted problems with the premises and equipment of libraries. The existing equipment in the questionnaires is called antediluvian. Librarians are especially distressed by the lack of library equipment and stationery. All these problems are also related to lack of funding. However, the poverty of school libraries, according to respondents, is associated not only with insufficient funding, but also with the attitude of the administration towards the library. When asked whether she supports the library, slightly more than 40% of respondents answered positively. About the same number noted the lack of such support, and more than 2% believe that the administration interferes with work. The problems of the role and place of the library in the school, its status and prestige are very significant for the school librarian. Those respondents who believe that the school administration helps them quite often emphasize the importance of moral and psychological support. And many of those who deny assistance from the administration refer to disrespect for the library and for them personally, misunderstanding of the essence and tasks of the school library, incorrect assessment of its work, unprofessional interference, and the imposition of alien forms and methods. In a situation where solving financial problems is difficult, the problems of the role of the school library, the status and prestige of the librarian become especially significant. This aspect deserves special attention from educational authorities and teachers. Librarians are offended and bewildered by the fact that they are not officially classified as teaching staff; many (55%) also noted the low level of wages. It can also be noted that often school libraries remain completely or almost without support. Every second respondent either left unanswered the question of who helps the library or answered negatively. About 30% of respondents named parents of students as their helpers, whose support consists of purchasing textbooks. Students, according to 15% of respondents, donate books and help in the work of the library. Only 13% noted teachers as their assistants, but there were also opposing opinions, indicating misunderstandings and even conflicts. A little more than 12% mentioned the help of methodologists and specialists from educational authorities. Support from public libraries was even less common; Children's libraries were mostly mentioned. 7% named sponsors or bosses, 2% felt the support of local authorities. The main place in the structure of a school librarian’s activity is occupied, on the one hand, by working with readers-students, and on the other, by working with textbooks. Working with students includes direct service, carrying out inquiries, selecting materials for reports and essays, consultations, conducting library lessons and, of course, extensive and varied mass work, which takes up the lion's share of the librarian's time remaining from working with textbooks. It consists not only of professional operations themselves, which is the responsibility of every librarian, but also of searching and collecting money, drawing up monetary and other documents, as well as “explanatory work” with parents, through whom textbooks are most often purchased. Of the actual professional problems, 40% of respondents pointed to a lack of information about literature and the work of colleagues. For more than half of librarians, the problem is the routine of work, turnover, lack of time and energy to implement creative plans and projects. So, the study once again confirmed, using representative material, the presence of the most pressing problems of a modern school library: these are the problems of the position of the library in the school, the attitude towards it on the part of the administration and teaching staff, and the problems of acquisition, technical equipment, and the structure of the school librarian’s activities. It is necessary to pay attention to the plight of the largest network of libraries, to form public opinion and thereby influence both the authorities and educational authorities. I would like to urge book publishers and book distributors to also influence the improvement of the situation with the acquisition of school libraries. After all, this is a huge market. Apparently, the time has come to think about programs to help school libraries, like the well-established mega-project “Pushkin Library” or the project to help rural libraries that is currently being implemented. We are confident that all investments in creating a strong modern school library will pay off handsomely. Currently, it is also important to consolidate school librarians. And the most important step here will be the creation of the Association of School Libraries and their introduction into the professional domestic and foreign environment. We call on everyone who cares about the problems of education, librarianship and book science to unite in order to assist school libraries, turning them into a strong information and educational center of the school. No wonder they used to say: “Give me a library, and I will create a university around it.” Modern information technologies must come to the school library; without this, it will remain on the sidelines of the development of society, turning into a warehouse of old, useless literature.

Some problems and ways to solve them in stocking a library with scientific publications. Problems of school libraries Results of the school year problems of prospects for school libraries

I.The importance of school libraries in the modern world and in Russia

II.Problems of school library development

III.Goals and objectives of the Concept

IV.Main directions of implementation of the Concept

V.Implementation of the Concept

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Collection of three books for school principals, methodologists and librarians

Attention! Documents for discussion!

We look forward to your feedback on summer specials and ideas for next year.

Your "BS"

Olga Gromova Work Experience Review

school libraries in Russia

We look forward to your feedback on summer specials and ideas for next year.

I. Functions of a school library in modern conditions. Views from different types of schools

Gymnasiums, lyceums, schools with in-depth study of individual subjects

Comprehensive schools

Rural and township schools

Libraries of schools and boarding schools for children disabled

disabled. This is how employees of many special schools see the role of the library, because... It is in informal communication outside of lessons, with independent preparation, that children most master social skills. II. Acquisition of fixed assets

(fiction and scientific literature)

Most sociologists conducting research on children's reading note that for many students, the school library is the first and often the only one in their life.

(fiction and scientific literature)

PROVIDING TEXTBOOKS FOR EXTRABUDGETARY FUNDS

IV. Media library and Internet access

INTERNET AT SCHOOL

GENERAL CONCLUSIONS ON THE TOPIC

Unfortunately, the fact of installing a single computer in the office of the head teacher or school secretary is quite a common occurrence, and it can hardly be considered as computerization of the school.

There are still very few methodological developments.

(fiction and scientific literature)

EXPERIENCE IN SOLVING HR PROBLEMS

(fiction and scientific literature)

SOLUTION

VII. Paid services in libraries of educational institutions as a new requirement of life

Conclusion

Bibliography

6. School Libraries: A Guide for School Libraries; School librarians: Qualification requirements for the profession. General instructions; Guide to Library Services / International Federation of Library Associations and Institutions IFLA. – M.: Rudomino, 1997.

7. Yastrebtseva E.N. Media library: How to create a media library at school. – M., 1994. ANNEX 1

Regulations and laws of the NGO “School of Self-Determination”

LAW ON THE RIGHTS AND OBLIGATIONS OF SCHOOL CITIZENS No. 734 (teachers, students and staff)

Chapter 1. Rights and obligations of citizens NGO “School of Self-Determination”

Chapter 2. Rights and obligations of the student

Chapter 3. Rights and responsibilities of a teacher

Student Draft Laws and Regulations 9th graders during law immersion

DRAFT ACT ON RIGHTS AND DUTIES OF THE SCHOOL DIRECTOR

Chapter 1. Rights of the director

Chapter 2. Responsibilities of the director

DRAFT LAW ON COMBATING VANDALISM

On the transfer of the education system of the Republic of Sakha (Yakutia) for differentiated wages based on a single tariff schedule

WAGE RANKS TARIFF RATES library workers of educational institutions

Chairman of the Committee on Labor and Employment of the Republic of Sakha (Yakutia) Kh.N. Dyakonova

II. Acquisition of the main fund (fiction and scientific literature)

III. Textbooks. Problems of acquisition in new conditions

IV. Media library and working with the Internet in a modern school

V. Library lessons in the school library

VI. Personnel for school libraries

Collection of three books
for school principals, methodologists
and librarians

Olga Gromova
Work Experience Review

I. Functions of a school library in modern conditions.
Views from different types of schools

Libraries of schools and boarding schools for children
disabled

disabled. This is how employees of many special schools see the role of the library, because... It is in informal communication outside of lessons, with independent preparation, that children most master social skills.
II. Acquisition of fixed assets

PROVIDING TEXTBOOKS
FOR EXTRABUDGETARY FUNDS

7. Yastrebtseva E.N. Media library: How to create a media library at school. – M., 1994.
ANNEX 1

LAW ON THE RIGHTS AND OBLIGATIONS OF SCHOOL CITIZENS No. 734
(teachers, students and staff)

Student Draft Laws and Regulations
9th graders during law immersion

DRAFT ACT ON RIGHTS
AND DUTIES OF THE SCHOOL DIRECTOR

On the transfer of the education system of the Republic of Sakha (Yakutia)
for differentiated wages
based on a single tariff schedule

WAGE RANKS
TARIFF RATES
library workers of educational institutions