Information support for education in the library. Library-center for information support for youth. Data on automation of libraries of the secondary special education system
In the 1990s, libraries in our country began to introduce information Technology, which led to changes in many types of library activities. Librarianship is currently experiencing a paradigm shift in all its activities - a conceptual change in technological and ideological processes. “Reader” as a term is replaced by the word “user” and understanding the concept of a user implies a system of interconnected ideas about the role and place of the user in the information strategy, the priority of certain user categories, the goals and objectives of studying the library user.
The UNESCO Information for All program confirms that the focus is not on technology or information, but on its creator and final consumer – man. We are talking about a humanitarian approach to preparing a person for the conditions of the information world, mixing semantic load with technical means, on the problems of personal adaptation to life in the information society.
There is a direct dependence of changes in information and bibliographic services in the library on changes in the principles of user work. E. D. Zhabko in his work “Reference and bibliographic services in the electronic environment: theory and practice” notes the main trends in information and bibliographic services:
1. The needs of society not only do not decrease, but, on the contrary, increase. The demand is not so much for bibliographic information as for full-text and factual information.
2. Electronic resources are being formed in libraries that reflect the collections of a particular library, at the same time, online access to global bibliographic databases and consolidated electronic catalogs allows you to fulfill requests related to the collections of any libraries and information centers.
3. The user audience has increased quantitatively due to remote users accessing library resources in remote access mode.
4. The use of new information technologies has not led to simplification organizational structure libraries, on the contrary, has complicated service processes by creating parallel existing, partially overlapping traditional and electronic environments.
By introducing information technologies, libraries provide wide and free access to users to both internal and external digital resources, in fact, becoming their providers. In such a situation, it becomes necessary to create a system of information support for library users. Information support is used in the preparation and implementation of custom solutions. Such systems must be 1) flexible in relation to a rapidly changing environment, 2) capable of providing personalized support to users with different levels of competence and knowledge requirements, 3) scalable with respect to types of information resources and their content, and 4) able to interact with other electronic applications. To create such systems, the technology of multi-agent systems has become widespread.
Providing a reader information support system is a specially organized process. The main areas of work can be identified:
A block of work that helps improve the efficiency of user searches in electronic catalogs of a given library or library corporation;
A block of work to improve user search in specialized bibliographic databases with controlled vocabulary;
A block of work that helps users search for full-text information without intermediaries;
A block of work teaching searching in online databases via the Internet;
Let's consider the main components of this system:
1. Traditional comfortable atmosphere in the library halls, thoughtful arrangement of departments, service points, signs, nameplates and visual aids with information about services, information and documentary resources and areas of activity of the library. Visual assistance when working with databases and electronic catalogs includes assistance both in the interface of the databases themselves and in printed form in close proximity to the reader's workstation.
2. Training users to work with catalogs and databases. Training can be either traditional or electronic. Despite the high need for students to develop information culture and readiness for its self-development, an analysis of the practice of higher education shows that such a process is not organized purposefully. Unfortunately, the subject “information culture” is not included in the federal component of state educational standards. Research results show that the level of information culture development of more than half of university graduates does not reach the norm. Despite the fact that there is a high need for self-development of information culture, the readiness for such self-development among most students is not sufficiently developed: there is no clear goal setting, consistency, and the necessary skills for self-development of information culture.
Online learning makes it possible to solve information tasks by creating and including in library services virtual network communities in which library users can communicate outside the library walls under the supervision of a librarian. To increase the productivity of this service, it is necessary to organize communication between participants, create conditions for the development of information retrieval skills, and involve as many readers as possible in the process.
3. Virtual reference service is becoming increasingly widespread in modern libraries. A harbinger of virtual help can be considered a list of sites recommended by the librarian. The library's Internet page usually contains a list of links to specific, often annotated, sites reviewed by the bibliographer. The virtual help desk is available in two versions, the so-called off-line and on-line service.
The first type of service is the ability for the user to send an information request via email or directly through the site. Such a service in Chuvash Republic operates in the National Library and the library of the Cheboksary Cooperative Institute. The second type of service, on-line, is implemented through chat technology or a forum. In real time, the user and the bibliographer communicate via the Internet, where it is possible to clarify a request and advise on an information search strategy; this is reminiscent of classic library service. Such interactive consultation is possible only with constant moderation of the bibliographer in the chat. Unfortunately, such chat modules built into automated library systems not in our country. These two types of remote information services can be used in combination.
4. A variety of methods of interactive interaction becomes possible due to the variety of forms of providing information in electronic documents and its multimedia properties. It is important that the user is able to independently, without the help of library workers, carry out all the necessary operations to interact with the electronic resource. This is achieved through object-oriented components software, which, due to their visual nature, are easy to understand for users.
Software and an intuitive interface are the necessary technical requirements for the system base.
5. The ability for the user to work in his profile allows him to completely individualize the search and subsequent work with documents. The entire service system is based on maximum consideration of the individual needs and requests of users. Most types of services will be provided through the library website. The user goes to the library website, enters his library card number (login) and password, which he receives when registering with the library. When you log into your profile on the site, it is sometimes referred to as “ personal account", the user of this library can create his profile settings, store electronic documents, archive of communication with a librarian, mailings with new arrivals, etc. The user searches in electronic catalogs, databases, seeks help from a librarian, or commercial resources from his profile. If this library cannot satisfy a user's request, it can redirect him to another library of the appropriate profile, which is part of a single consortium.
A university library usually adheres to a certain scheme in providing access from its website to online databases, electronic catalogues, etc. Not all library users are given equal rights, depending on information policy libraries, some categories of readers are provided with full-text materials from commercial sites, others - only according to the settings recorded in the reader’s profile. Access is distinguished between categories of users such as: teachers, staff, graduate students, students, users not related to this institution.
We examined the main components of the reader information support system. This system must include a strict maintenance scheme; the need to follow this scheme must be scientifically substantiated and repeatedly tested in practice. Of course, a creative approach to service is possible, but only if the librarian is highly qualified. The presence of a strict scheme will facilitate the work of the librarian and eliminate unnecessary invention of what has already been invented. The system for providing information support to the reader is, of course, not a dogma, but an effective tool in the hands of a specialist.
The advantages of creating a system are undoubted: 1) availability of service regardless of place and time; 2) formation and support of a library environment focused on self-service; 3) librarians’ satisfaction with their professional activities.
There is no doubt about the need for constant monitoring of user information behavior, correction and creation of new library services.
So, the service approach to library and information services (developed by V. A. Minkina and V. V. Brezhneva) forces us to pay special attention to consumer requirements: user requirements for information, equipment and technologies, manufacturers, conditions (comfort) for the provision of services. The creation of a reader information support system that allows solving user search problems, both in traditional and automated modes, has both scientific and applied goals.
In scientific terms, its development, testing and implementation will make it possible to better understand the essence of information and bibliographic services, determine the amount of knowledge necessary for a librarian to meet the information needs of users, and develop approaches to studying the user’s information behavior when searching for information.
In practical terms, the creation of a user information support system ensures the availability of information for many users at the same time; obtaining, transforming and preserving the knowledge of many specialists as a single whole; release of highly qualified specialists to solve complex professional problems; creation of training tools for information search for users and young librarians.
Literature
1. UNESCO Program Information for all [Electronic resource] – Access mode: http:// www.unesco.org ; www.ifap.ru.
2. Zhabko E. D. Reference and bibliographic services in the electronic environment: theory and practice / E. D. Zhabko. - St. Petersburg: RNB, 2006. - 388 p.
3. Brezhneva V.V. Information service: concepts of service development / V. V. Brezhnev; St. Petersburg. state University of Culture and Arts. - St. Petersburg: SPbGUKI, 2006. – 332 p.
4. Brezhneva V.V. Information services: products and services provided by libraries and information services of enterprises / V.V. Brezhneva, V.A. Minkina; St. Petersburg. state University of Culture and Arts. – St. Petersburg: Profession, 2004. – 304 p. – (Library Series).
Mazurkina, I. Yu. Information support for the user in a modern library / I. Yu. Mazurkina // Image of the library in the context of integration into the global information space: materials of the International. Forum of Library Ideas, Kazan, November 20-21, 2008 / Ministry of Culture Rep. Tatarstan; comp. : O. A. Kalegina [and others]. – Kazan, 2008. – P.158-161.
The basis for successful education, the key to a person’s information and functional literacy, is reading. Awareness of the unity of goals of different educational and cultural institutions in the field of promoting reading and the formation of an individual’s information culture leads to the consolidation of people of different professions belonging to the field of book culture.
In the MUK "TSSDB im. A.S. Pushkin"Mutual understanding and coordination of work with teachers from different institutions of the city have been achieved, i.e. thanks to the full use of the sociocultural opportunities of the urban educational space. This allows the library to “keep its finger on the pulse” and be a catalyst for changing priorities in education.All work is systematized and carried out in the following areas: Library and preschool educational institutions:
Systematic work with kindergarten groups within the framework of library cycles.
Non-stationary services for children in kindergartens.
Giving consultations and book reviews at parent-teacher meetings.
Information and methodological assistance to educators:
“Mobile methodological shelf” service;
Information and reference online service on the blog “Biblio-
S-traveler" Library and school
Based on the school:
Exits with conversations, reviews in classes.
Participation in school-wide events.
Presenting reviews and consultations at parent-teacher meetings.
Based on the library:
Systematic work with classes (extended day groups) in key areas of the educational and educational process.
Exhibitions to help the educational process.
Bibliography days.
Subject weeks.
Carrying out joint events in different areas of the educational process.
Organization of citywide events in support of the educational process (Involving organized groups of schoolchildren from several schools to participate in library events)
Seminars, meetings, conferences of teachers and librarians of city schools on the basis of the MUK TsSDB.
Research activities (questioning of teachers and teenagers)
Library and other institutions:
Out-of-station services for children on the basis of children's health camps “Beryozka”, “Lesnaya Polyana”, “Gaidar”.
Creative assistance in writing scripts for events held jointly with Children's Music School and Center for Religious Art.
Participation of students from additional education institutions in library events.
Organization of exhibitions of works by students of Children's Art School, Syuta, Children's Art School on the basis of the library.
Providing consulting assistance to children's reading leaders, selection of specialized literature for teachers and students of additional education institutions
information and reference online service in the blog “Biblio-S-traveler"
In the library. A.S. Pushkin, every child is given free access to all available media, all conditions are created for the formation of an information culture for readers.
For students from grades 1 to 11, 14 literary and educational cycles have been developed, which cover not only schoolchildren, but also preschool children.
Work in cycles was carried out with organized classes, systematic visits - once a month. The topics of the meetings included various forms of working with children, a synthesis of illustrative, visual, musical, literary and educational material. The emphasis was on unlocking library resources to help the educational process, developing creative abilities and thoughtful analytical reading skills.
About some events in 2011
The disclosure of funds was facilitated by interactive search exhibitions “How to do it correctly?”, “Words on the world map”, “Why do we say this?”
Much attention was paid information literacy: in the departments there were information and bibliographic lessons and biblio-minutes “Russian speech sovereign nicknamed Dictionary”, “To the treasures of the native language”, “Meet: index!”. Literary and educational conversations “Springs of folk traditions.” Educational game “Funny letters.
Reading and creative development occurred during acquaintance with electronic resources on the topic: e-learning disk “Lessons of Malvina”, electronic presentation-introduction “Beyond the Distance - Dal” (about V. Dal).
In total, 9 public events, 18 individual and group consultations were held, and 7 exhibitions were organized. 322 people served.
Week "Cultural Heritage" took place from May 23 to May 28, 2011.
Main events of the week:
Conversation at the book exhibitions “A good book as an inheritance”, “Words also have a family”, “Great culture of Russia”, “Bow to Equal-to-the-Apostles Cyril and Methodius”, etc.
Electronic quiz “Young art critic”;
Information and bibliographic game “If you know, answer”;
Linguistic watches “Where did Slavic writing come from”, “Precious heritage - BOOK”.
344 people were served, 352 books were issued.
A highlight was the complex event"Bibliotwilight-2011", dedicated to Library Day. Interactive educational exhibitions, experimental exhibitions, and literary search tasks were prepared in all departments of the central children's library. Participants were given “record books,” which were filled out as they participated in the work of various sites. The most active participants received prizes.In total, “Bibliotwilight-2011” was visited by 350 people (adults and children).
The library as a center for information support and development of students' intellectual potentialKunyazova Aisulu Socialovna
methodologist of the Innovation Center
development of education and upbringing
Pavlodar region
Together with a changing society and new tasks of education, the activities of the library of a general education institution are being transformed. At the development stage information society the school library becomes the center of the educational process, as well as a platform for pedagogical innovation. A powerful, technologically equipped library and information center begins to play a central role in teaching schoolchildren a complex of knowledge and skills in working with information.
In the context of the continuous expansion of the information space, school librarians are entrusted with the function of training schoolchildren and teachers in the skills of working with information, which puts forward the need for continuous training and professional growth.
In the context of the transition to a knowledge society, the mission of libraries in educational institutions has been rethought. School Library MissionXXIcentury is to form the information culture of the individual.
The technology of the school library, which is a set of certain processes and operations that ensure its normal functioning, has undergone significant changes. Today, achieving a qualitatively new level of library and information support in schools is associated with the introduction of new information and telecommunication technologies into the activities of each library (electronic catalogs, automated library and information systems, etc.). In these conditions, the process of integration of traditional and innovative methods (methods) of library and information services is growing.
Since school libraries are called upon to provide information and library support for the process of education and upbringing, focusing on innovation in this area, this forces them to strive to change the composition of library collections, largely determines modern approaches to acquisition, and forces them to look for new methods of work.
The library of an educational institution is part of the information and educational space that is emerging and actively developing inXXIcentury, and is a cultural, educational, scientific and auxiliary social institution that ensures the accumulation and general availability of documentary and information resources.
Documentary collections of school libraries, including educational, fiction, reference, popular science literature, periodicals, are supplemented by educational videos, multimedia textbooks and teaching aids, reference books and encyclopedias, training programs, etc. Schools actively use educational Internet resources.culture
The entry of human civilization into the era of the information society, the unprecedented growth rate of information technology, the fundamental changes occurring in subsequent years in school education - all these factors have determined the need for the formation of a special culture - the information culture of the individual. “The concept of “information culture” includes the successes of traditional library and bibliographic culture, combined with the culture of a new information civilization based on the achievements of “information technology.”
Information culture is expressed in the presence of a person’s complex of knowledge, abilities, skills and reflexive attitudes in interaction with the information environment.
It is possible to provide schoolchildren with full-fledged training in this area only by integrating the process of forming an information culture into almost all educational courses and extracurricular project and research work. At the same time, it is necessary to reinforce the acquired knowledge by independent work with various sources of information. The most convenient place to do this is in libraries.
The organization of such systematic practice for schoolchildren should be the result of the joint efforts of the school and the library.
The main directions of work on developing the information culture of schoolchildren are as follows:
I. Acquisition of the library collection.
Information and methodological work.
Massive work with schoolchildren.
Individual work with readers.
Systematic improvement of your own professional level.
Working with information of various kinds forms a holistic worldview in schoolchildren. It is the library as a documentation center that helps to carry out interdisciplinary, interdisciplinary connections. This is also a platform for the implementation of already acquired skills, for the manifestation of creativity (and not only literary), and, most importantly, for the manifestation of independence.
Work on developing the information culture of schoolchildren will be effective only if the school library manages to become focal point, establish information, documentary and methodological support for this activity.
The library, being a structural unit of the school, sets itself the tasks of preparing students for life in the information society:
1) teach students to independently search for the information they need in various types publications (books, periodicals, etc.);
2) introduce students to scientific, fiction, and reference literature and develop their skills of independent work with it;
3) develop the cognitive interests and creative abilities of students.
Work on developing the information culture of students is carried out in the library according to plan. A system of classes is being created, during which students acquire information skills gradually; each class has its own topic, taking into account the content of the curriculum in individual subjects. When selecting forms and methods, the age characteristics of students are taken into account.
The main directions in the work of the library should be:
Information and bibliographic support of the educational process;
Development of the creative potential of the student’s personality by means of introducing reading, showing at extracurricular activities the attractiveness of the image of a reading person;
Activation of the intellectual abilities of children with disabilities, correction of their behavior and social adaptation through communication with books;
Introducing students to use a computer to gain new knowledge;
Training in techniques for working independently with a book, searching for information on electronic media, and user skills with comprehensive knowledge.
School age is precisely the age when the foundations of personality are laid, a system of values is developed, priorities are formed, awareness of oneself as a Belarusian, a sense of belonging to the national culture - a process in which the book plays an important role. In this regard, events dedicated to significant dates and holidays should be held at the library, thematic exhibitions of books should be organized, for example, for Victory Day in the Great Patriotic War, a thematic shelf “Reading books about war” could be created.
At school, an integrated course on working on the formation of students’ information culture can be introduced as an elective course, for example, the course “Fundamentals of Schoolchildren’s Information Culture.” It introduces students to the world of knowledge, skills and abilities, allowing them to independently identify and use information in order to meet needs that have general scientific, general educational and practical significance.
Main tasks:give students an idea of modern information technologies;teach students to independently search for the information they need in various types of publications: (books, periodicals, encyclopedias, etc.), both inside and outside the school library;introduce students to scientific, fiction, reference and encyclopedic literature, and develop their skills of independent work with it;strengthen interest in learning about the world around us and in academic subjects.
When working with students, various methodological techniques can be used: reviews, practical exercises, excursions, messages, independent work, tests.
Thus, the information environment of the school library today is both resource-based, that is, technical system, which allows you to store information, retrieve it and provide it to the user, and communication and acts in this case as an integral fragment of culture.
The library at school serves as a meeting place for communication between representatives of various groups. Through the library, it becomes possible to form heterogeneous, different-age groups, in which school teachers, parents and students participate jointly.
The reader today is objectively interested in expanding the range of products provided by the library information products and services. Readers today are attracted not only by book lending, the opportunity to work with literature in the reading room, exhibitions, conversations, references and reviews, etc., but also by receiving annotated lists of references, copies of articles, book fragments, assistance in purchasing new textbooks, information about publications in periodicals, the ability to work with an electronic textbook
The formation of the library information environment is the main process in building a unified information space for the school. The main criterion for assessing the quality of education is not the quantity and variety of acquired knowledge, but the ability of students not only to obtain knowledge, but also to take part in the creation of information resources themselves.
The school library, representing one of the initial links in the chain of lifelong education, now has a unique chance to raise its prestige and strengthen its status school librarian by turning the library into a special center - a center for the formation of an individual’s information culture. A center where students receive special information training: they master the knowledge and skills of organizing information retrieval in both traditional (manual) and new information technology, analysis and synthesis of information found, technology for self-preparation of information products necessary during training.
The organization of information training for students requires a clear demarcation and differentiation of the actions of school libraries and educational institutions in a single process information education. Overcoming difficulties in finding fruitful solutions for developing methods and means of information education, developing a real mechanism for interaction between educational institutions and libraries, will require combining the efforts of managers and organizers, theorists and practitioners in the library and educational spheres.
To improve the activities of school libraries, it is necessary to carry out work in the following areas:
Technically equip libraries;
Update and strengthen the resource base of school libraries;
Provide libraries with access to Internet information resources;
Form unified electronic databases data from educational collections of libraries of general education institutions;
Develop a form of resource integration (exchange of textbooks needed by one educational institution and unclaimed in the library of another);
Create a provision on the status of basic schools, in which libraries with rich book collections would act as resource centers;
Develop a system of advanced training for library workers in educational institutions.
In order for the joint activities of teachers and school librarians to information training students was productive, special training is necessary for the organizers of this process themselves, their mastery of the technology of forming the information culture of schoolchildren. Such training should be based on a system of practice-oriented classes; be accompanied by the development of educational and methodological literature and didactic means of teaching the basics of information culture to schoolchildren.
Only by uniting the efforts of general education institutions and school libraries, all teachers and school librarians, can we solve the task of information education, which is so urgent today, the task of forming high level information culture of the younger generation.
LITERATURE
Library of a general education institution: collection. regulating document [Text] / comp. G.V. Chulkina, O.V. Kozlova. – M.: GNPB im. K.D. Ushinsky RAO, 2000. – 80 p.
Library and the young reader: A practical guide. - M: Book Chamber, 1987. – 214 p.
Borodina V.A. Library services [text]: educational and methodological manual / V.A. Borodin. – I: Liberea, 2004. – 168 p.
To help the school librarian: Instructional and methodological materials on the activities of the school library. – School book, 2004. – 64 p.
Gendina N. Didactic foundations for the formation of information culture / N. Gendina // School library, 2002, No. 7. – pp. 34-38.
Children. Book. Library. Searches and discoveries of the 90s. – Chelbinsk, 2000. – 318 p.
A School Librarian's Quick Reference Guide. St. Petersburg, 2001.- 497 p.
Kruk N.V. Library of an educational institution in the information space // Library Science. – 2007. – No. 1. – P. 23-29.
Melentyea Yu.P. The library as an institution for the socialization of youth. – M: ASOPiR, 2001. – 417 p.
Chudinova V.P. Children, libraries and new mass information technologies // Library Science. – 2002. – No. 5. – P. 40-50.
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Ministry of Education and Science of the Republic of Buryatia
Ministry of Culture of the Republic of Buryatia
State Youth Library of the Republic of Buryatia named after. D. Batozhabaya
Program
“Youth Library – Education Information Support Center”
Pilot study
During the seminars of librarians of the primary and secondary vocational education systems of the republic, a pilot study was conducted within the framework of the program “Youth Library - Center for Information Support of Vocational Education”, supported by the Ministry of Education and Science of the Republic of Buryatia. The questionnaire was designed to outline ways of interaction between the resource center and libraries, to outline the contours of cooperation in the field of information exchange.
It should be noted that the questions in the questionnaire for librarians in the primary vocational education system were somewhat different from the questions asked for librarians at secondary secondary education institutions. This is explained by the different degrees of automation of educational institutions of these systems and, accordingly, libraries. If in the libraries of secondary educational institutions we can already talk about some results of the automation process (see Appendix), then the PU libraries are still at the very beginning of this path.
Although all the PU librarians who took part in the survey have a positive attitude towards the automation process, they are well aware that the computerization of the library can come after the computerization of the educational institution itself - this is indicated by 75% of respondents. Only in one case was the answer given that the management was ready to computerize the library. Two respondents admitted that they had not approached the administration with this question.
All librarians who took part in the survey believe that today there is a need for information exchange between libraries. At the same time, for 73.3% of librarians at secondary educational institutions and 68.7% of librarians at PU this problem is acute, and 26.7% and 31.2% of librarians (at secondary vocational schools and PU, respectively) think that it will arise in the near future.
The difference in the availability of computers affected the choice of forms of information exchange.
Thus, librarians of secondary educational institutions gave preference to forms based on the use modern technologies. Sharing electronic resources (64%) and sharing information through an information and educational website (50%) outpaced new arrivals newsletters (35.7%) and sharing subject reference lists (21.5%). Also, one of the respondents made a proposal to exchange information about teaching materials.
In the group of respondents – PU librarians, the first positions were given to traditional forms of information exchange: 50% preferred informational bibliography and 37.5% preferred the exchange of thematic bibliography. Nevertheless, a third (31.2%) were in favor of sharing information through an information and educational website. Of course, the exchange of electronic resources took last place - 12.5%.
There are certain differences between the answers of librarians from colleges and colleges to the question about interaction with the Youth Library as a resource center (see Table 1). Among the areas of activity in which librarians expect to collaborate, the most popular is “organizing a system of advanced training,” and the overwhelming majority of PU librarians (81.2%) indicated the need for interaction in this area. In addition, PU librarians are more interested in “identifying the information needs of students (students), teachers”, “collecting, processing and providing information about educational opportunities” and “providing databases, multimedia publications”. Librarians from secondary educational institutions spoke in favor of “collecting, processing, providing pedagogical information”, “publishing newsletters, reference and teaching materials" and "information and educational site."
Table 1
Areas of activity | Librarians of secondary educational institutions | PU librarians |
Identification of information needs of students (students), teachers | ||
Collection, processing, provision of pedagogical information | ||
Collection, processing, provision of information about educational opportunities (courses, second education, advanced training, etc.) | ||
Providing databases, multimedia publications | ||
Publication of information bulletins, reference, and methodological materials | ||
Organization of a system of advanced training | ||
Information and educational website |
When determining the range of problems that may arise when establishing an information exchange system, an additional item was added to the questionnaire for PU librarians - “lack of computer equipment,” which was noted by all respondents (see Table 2). When analyzing the answers to this question, it should be remembered that most secondary school librarians have already actually faced the problems of automation, while PU librarians can only speculate. This thesis illustrates the point “lack of professional software” - almost half of secondary school librarians (42.8%) pay attention to this problem and only 6.2% of college librarians dwell on it. Naturally, technical problems were noted, which took first place. It is alarming that half of the respondents from university librarians (50%) and a quarter from college librarians (26.7%) named the problem as “lack of understanding on the part of management.”
Table 2
Problems | Librarians of secondary educational institutions | PU librarians |
Absence computer equipment | ||
Technical problems | ||
Lack of professional software | ||
Constant Internet connection | ||
Librarian training | ||
Lack of understanding from management |
Respondents were also asked to outline prospects for the development of a corporate network of vocational education libraries (see Table 3). The largest number of votes were expressed in favor of maintaining a consolidated electronic catalogue, exchange of address and reference data and training and retraining of personnel. Respondents were skeptical about assistance in retroconverting catalogues, regarding this direction of development as a distant prospect. College librarians are very optimistic about corporate cataloging of literature and the exchange of address and reference data.
Table 3
Directions of development | Librarians of secondary educational institutions | PU librarians |
Corporate cataloging of literature | ||
Maintaining a consolidated electronic catalog | ||
Electronic order and delivery of documents | ||
Exchange of address and reference data | ||
Help with catalog retro conversion | ||
Training and retraining of personnel |
And finally, the librarians expressed their wishes, suggestions and doubts regarding the organization of the information exchange system. The following doubts were expressed: “the computerization process will drag on for several years, problems will arise in teaching” (PU librarian), “the economic side” (SSUZ librarian), “doubt - strict time frames with a huge amount of work” (SSUZ librarian), “ all this is great, but there are technical problems” (librarian of the secondary school). Proposals were voiced such as “to develop a system for purchasing floppy disks on a specific topic” (a librarian at a secondary educational institution), “to give librarians the opportunity to take computer courses” and “to open computer courses in relation to the library” (PU librarians). Optimistic responses inspire hope for successful cooperation in the field of information exchange: “everything is great!”, “everything will work out!”.
Ved. methodologist of the State Youth Library of the Republic of Belarus named after. D. Batozhabaya
Application
Data on automation of libraries of the secondary special education system
Educational institutions | Technical support | professional software | Net | Internet connection has | Electronic resources |
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computers | printers | other devices | photocopiers | intra-library | educational institution | the library itself | CD- ROM | electronic catalog | databases |
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LHC named after Erbanov | ||||||||||||
Library 4 | ||||||||||||
Work has begun | Work has begun |
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UU industrial technical school | ||||||||||||