Adopted by the Conference
Russian Library Association,
XIIIannual session,
May 22, 2008, Ulyanovsk

The new edition of the "Model Standard for the Public Library" was implemented by the Russian Library Association in the context of ongoing socio-economic and demographic changes in Russia, the modernization of library technologies and resources, takes into account the comments and suggestions received during a wide professional discussion of the document.

The Russian Library Association recommends that regional authorities and local government use this Model Standard when developing regional standards for the resource provision of public library services and determining their own strategy for the development of library services for the population, reflecting the informational and cultural needs of the local community.

• A. Fund.
• B. Electronic resources.

1. PUBLIC LIBRARY IN THE LIFE OF THE LOCAL COMMUNITY

1.1. The public library is publicly available to all categories and groups of citizens, ensures and protects their rights to access knowledge, information and culture, is one of the main prerequisites for continuous education and self-education and cultural development.

The library develops its activities as a public center of information and culture, providing users with relevant materials and information support at all stages of their life.

Due to its accessibility, the library contributes to the elimination of information inequality, creation of conditions for the realization of intellectual freedom, preservation of democratic values ​​and universal civil rights, and improvement of the quality of life.

1.2. The library makes an important contribution to everyday life and socio-economic development of the local community, contributes by its own means to the comprehensive development of its city or rural settlement with their unique features and local specifics.

It plays a leading role in the collection, storage, study and popularization of regional and local culture, in the preservation of ethnic, cultural, linguistic and religious diversity and identity.

1.3. The public library provides the right to access information and achievements of national and world culture of special groups of the population: children, youth, people with disabilities (visual, hearing, musculoskeletal disorders, other categories of people with disabilities), the elderly age and other problem groups.

In order to fully realize their rights, the library identifies socially excluded citizens, their places of concentration and organizations (social protection agencies, rehabilitation centers, etc.) dealing with their problems, establishes contacts with them, and also cooperates with specialized libraries, scientific and educational special organizations.

1.4. The modern public library constantly responds to ongoing social changes, actively cooperates with local authorities, interacts with partners in cultural activities, with public movements and organizations, the media, develops business and creative ties with cultural figures, artists, business representatives.

The library openly demonstrates its values, advantages and opportunities, informs the public about the goals and objectives of its activities, about the services provided; declares its participation in social, cultural, educational projects and programs that contribute to the involvement of various groups of the population in active public life; participates in promotions and public campaigns to protect the rights of local residents to access knowledge, information and culture, etc.

The library promptly informs residents about the working hours (working hours, breaks, weekends, sanitary days) and the conditions for obtaining library services, timely notifies about significant changes in its activities.

1.5. The library regularly reports to the local community on its work, publishes and distributes among residents and local governments an annual report on its activities.

2.1. The public library formulates a clear development policy and strategy, determines priorities and services, and provides for the availability of adequate resources.

The strategic plan, programs and projects that the library develops and implements should cover various areas of activity and reflect the needs and expectations of actual and potential users in the field of information and librarianship.

2.2. One of the most important activities of the library is to provide users with all kinds of information to support education and self-education, for competent participation in the discussion of important problems and decision-making.

2.3. The library participates in the organization of meaningful leisure of citizens, contributes to the development of their creativity, attaches to the cultural heritage.

Independently or jointly with other organizations, the library implements educational, informational and other programs and projects, holds cultural events (evenings, meetings, concerts, lectures, festivals, competitions, etc.).

2.4. The participation of the library in the formation of a culture of interpersonal and interethnic communication is carried out by providing access for ethnic groups of local residents to information and knowledge in their native language.

The library identifies the need for literature and information in the languages ​​of ethnic groups, cooperates with national cultural centers and communities on its territory and beyond, exchanges professional information with the national libraries of the subjects Russian Federation, with regional and local methodological centers.

2.5. The library is actively involved in the formation of the cultural and historical consciousness of the local community, primarily in the process of local history activities. For this library:

• collects and stores literature on issues of local life;

• most fully reflects the local subject matter in the reference and bibliographic apparatus;
• compiles and publishes on various media local history bibliographic manuals, reference books, prospectuses, guides, booklets;
• together with other organizations, participates in the preservation of local oral traditions, in the search for genealogical information, in the study of the genealogy and history of individual families and clans, creates annalistic and biographical descriptions of local attractions, famous personalities, and the most striking events;
• organizes the work of local history associations.

In the absence of a local museum of local lore, the public library acts as an initiator in collecting material items (works of folk crafts, household items, photographs, etc.), which become the basis of museum expositions at the library.

2.6. One of the most important activities of the public library is the development of the information culture of users. To this end, the library:

• organizes special lessons, seminars and trainings on computer use and the basics of working on the Internet, with electronic resources, with training programs;
• conducts library lessons in the library, in educational institutions;
• conducts regular tours of the library, introduces visitors to the collections, reference and bibliographic apparatus, technical means and technological capabilities.

2.7. The public library forms and develops the reading culture of users, the reading competence of children, youth and adults, supports and educates them in the need for reading and education throughout their lives.

2.8. User service in a public library is built taking into account the characteristics, needs and opportunities of residents of cities and countryside.

The library serves all categories of citizens, provides them with a range of library information and services in the most convenient mode for them: in the library itself or outside the library, as well as by phone or e-mail.

Information technologies allow the public library to introduce and use new forms of service, provide access to its own and corporate information resources to any user, regardless of their location.

2.9. The modern library is designed to provide the following main forms of service:

• stationary form of service (all types of library services provided to the user within the walls of the library);
• non-stationary form of service (delivery of documents to the user and provision of other library services at the place of residence, work, study);
• remote service (user service in remote access based on information and communication technologies).

In the absence of specialized children's libraries, children's services are organized in departments of the public library.

2.10. In any accessible form, the library provides services to those who, for one reason or another, cannot visit it in the usual way, socially excluded groups of citizens or those at risk of such exclusion: the visually impaired, hearing impaired, those with lesions of the musculoskeletal system, the disabled other categories; elderly people; persons with poor command of the Russian language; patients of hospitals and special medical institutions; children kept in orphanages; prisoners.

In these cases, various forms of service are used in conjunction with special libraries: literature lending points, home service, remote access service, interlibrary loan lending, etc.

2.11. Blind and visually impaired users are provided with access to electronic information resources through computer technologies, hardware and software, namely: hardware and software adapted for users with complete or partial loss of vision (scanner, screen reader, speech synthesizer, speech output devices for independent reading of texts from the monitor screen, converters).

If there are compact places for visually impaired people to live, it is desirable to have a service department or a specialized department where books of special formats for the blind are collected.

2.12. Of particular importance is the organization of library services for residents of remote areas or those categories of citizens who cannot use a stationary library due to the nature of their labor activity or living conditions. In these cases, the library uses mobile tools (bibliobus).

The bibliobus must be equipped with a constantly updated book fund, legal and other specialized databases, modern equipment, and Internet access.

2.13. A promising form of organizing library services is one in which, upon receiving a document in one library, the user has the opportunity to return it to any other library, or order the delivery of a document from another library to the one he uses, on the basis of a single library card.

This form of library service involves a high level of cooperation between libraries on a modern technological basis: combining the electronic resources of participating libraries on a single information portal, as well as organizing the direct delivery of documents from the library to the library with the issuance of documents at home (as opposed to interlibrary loan, according to which documents issued for use in the reading room).

2.14. Each library independently determines the list of services and the conditions for their provision, taking into account both the needs and interests of users, and the library's capabilities.

In any case, the library is obliged to provide citizens with the most complete set of services in its conditions, to strive for a significant improvement in the quality of library services.

2.15. The main free (budgetary) services of the public library include:

• providing reference and consulting assistance in the search and selection of specific documents and other sources of information;
• providing information on the composition of the library fund and on the availability of specific documents in the library fund through the system of catalogs, file cabinets and other forms of library information;
• issuance of documents from the library fund for temporary use in accordance with the rules for using the library;
• satisfaction of the request with the resources of other libraries using interlibrary loan, intrasystem exchange or electronic document delivery.

2.16. Library and information services for multilingual communities are core services and should always be tailored to local or specific needs.

2.17. The universal standard of service in a public library is the maximum available stock of documents.

Taking into account the possibilities of the library premises, the fund should be disclosed as much as possible and presented in the public domain. When organizing access to the collections of children's literature, one should take into account the peculiarities of the classification and cataloging of literature for children, which facilitate the use of library resources by them.

Valuable or rare titles that the library is proud of and especially treasures may be displayed to the public in glass cabinets, shelving, special exhibitions, or on the library's website.

2.18. modern form user service and an operational channel for access to information and library resources becomes the website of the public library.

The public library website is provided with user-friendly navigation systems, is complemented by navigation systems that ensure its accessibility for persons with visual and hearing impairments. It can be used comprehensively, including for placing an electronic order for literature, extending the terms of its use, obtaining references, etc.

A separate web page is created for children.

2.19. In the process of servicing various categories of users, the library identifies and takes into account their suggestions and comments addressed to it, and analyzes unsatisfied demand.

Assessment of the quality and effectiveness of library services is carried out by the library at all stages of their provision: identifying needs, studying demand, planning, developing, advertising, using, analyzing satisfaction.

The overall assessment includes such characteristics of library services as:

• compliance with demand and efficiency of implementation;
• information content and content;
• modern methods and methods of execution and provision;
• the number and uniqueness of services for special user groups (for children and youth, for people with visual and hearing impairments, with lesions of the musculoskeletal system and other life limitations.

General characteristics should be complemented by indicators that the library uses to assess the quality and effectiveness of its activities.

2.20. One of the effective tools for managing the quality of library activities, including user service and provision of services, is the development of a set of internal standards, normative (or reference!) requirements.

3. LIBRARY AND INFORMATION RESOURCES OF THE LIBRARY

3.1. The main library and information resource of a modern public library is the library fund, which includes publications in various formats and on various media: books, periodicals, audiovisual and electronic documents.

3.2. The fund of each library is a library and information resource of a specific territory (municipal formation) and a part of the national library and information resource of the Russian Federation.

The main characteristics of the public library collection are compliance with needs and demand, constant renewal.

The modern public library is focused on access to all available information, and not only to its own resources, it also ensures the replenishment of its fund through the use of interlibrary interaction channels: intrasystem exchange, interlibrary loan, electronic document delivery.

3.3. The volume of the public library fund is guided by the average book supply of one resident of the Russian Federation, including 5-7 volumes in the city; in the countryside 7-9 volumes.

However, the average volume of the fund can be adjusted depending on the needs of local residents, the specifics of a particular library, the proximity of other libraries, access to external resources, and financial possibilities.

3.4. The collection of the public library, serving all categories of local residents, is universal in content and includes a wide range of documents in different formats and on various media.

The public library, which has the right to receive a local legal deposit, as well as official documents accepted by local governments, forms the most complete collection available to residents of the entire territory (municipal formation).

A specialized fund (for example, children's literature or problem-oriented literature) of a public library is formed most fully by documents of various formats and on various media in accordance with the priorities of its activities.

3.5. In the universal fund of the public library (in the absence of a specialized children's library in the service area), literature for children under the age of 14 inclusive makes up at least 30% of the total volume of the library fund and contains documents in various media, including educational and developmental programs, games, etc.

The fund of sound recordings (speech and music) and video recordings for children should include the best examples of domestic and foreign children's musical and film classics.

The library fund should also include "talking books", including works of modern and classical Russian and foreign literature.

3.6. The library fund should contain special formats for the blind: books in embossed font, “talking” books, audio books, embossed manuals, tactile handicraft publications, digital publications, as well as audiovisual materials with sign language translation or accompanied by printed text for the deaf and hard of hearing.

3.7. The public library includes in its fund documents for ethnic groups of users (taking into account international practice: with a population of 500 ethno-national representatives - 100 volumes; with a population of up to 2000 - at the rate of 1 volume per 10 people).

3.8. It is mandatory for the public library to receive by subscription copies of local and regional newspapers and magazines, as well as major national publications. The collection of periodicals should include publications for children, as well as professional publications for librarians.

3.9. The fund of reference and bibliographic publications should be at least 10% of the total fund of the public library.

It should contain universal and sectoral encyclopedias, explanatory and language dictionaries, local history and tourist guides, atlases, route maps, address books, information aids, programs to help training, education and development for all residents of a particular territory (municipal formation).

3.10. To maintain the significance of the public library fund, it is necessary to constantly replenish it, taking into account the territorial specifics, based on:

• on the recommendation of IFLA/UNESCO - 250 new admissions per 1000 inhabitants;
• according to the methodology proposed by the Russian National Library - 3.8% of new acquisitions to the total lending for the year;
• on the basis of maintaining the level of the average book supply per 1 inhabitant adopted in Russia.

3.11. The renewal of the public library fund is determined both by the rate of their replenishment, and by the timely exclusion and writing off of documents. Without fail, the library writes off dilapidated and obsolete publications, especially reference materials, as well as publications that have lost their relevance and do not have demand from users.

Documents that are of lasting importance for a given locality should remain in the library collection permanently. A single copy of such documents may be kept in the traditional form or reproduced on another medium (microfilm or electronic form).

3.12. The library is obliged to ensure the safety of the collection and the normal physical state documents in accordance with the established standards for placement, lighting, temperature and humidity conditions, fire safety, etc.

B. Electronic resources

3.13. In order to form electronic resources, develop new forms of service and ensure the availability of information at a qualitatively new level, consistent informatization of the public library is carried out on the basis of the automated information and library system (AIBS). It includes:

• creation of a material and technical base, including the determination of the required number of workstations for employees and users;
• acquisition of licensed software products, formation of a local area network (LAN), connection to the Internet;
• automation of all major library processes: managerial, technological (acquisition, processing and cataloging, creation of a reference and bibliographic apparatus, etc.), library services, information support for readers, library management (library system);
• implementation of new technological opportunities, including the formation and growth of electronic information resources, the creation of a library website for posting information about resources and services, providing remote access to electronic resources and virtual services, participation in corporate projects.

3.14. The main electronic resource that the library forms independently, either jointly with other libraries, or based on the use of a corporate resource, is an electronic catalog for the library fund.

3.15. In addition to the electronic catalog, a public library can independently create a variety of databases: bibliographic, factographic, full-text, including a database of official documents accepted by local governments.

Without fail, the library creates an electronic resource of local lore: thematic databases that reflect the directions of development of the local community, its historical memory.

In order to provide a more complete and high-quality service to users, taking into account their information needs, the library must purchase ready-made databases.

3.16. The largest public library can participate in the implementation of "digital" projects, create its own electronic collection.

3.17. The participation of the public library in corporate projects, in the creation of unified information networks (regional, interregional, federal, international) is carried out on the basis of interaction with libraries of various departments, with cultural and educational institutions, information centers and other organizations.

The main activities within the framework of corporate interaction are aimed at expanding the library's capabilities to meet the needs of users .

In addition to the electronic resources available in the library, its website may contain collections of useful Internet links, lists of Internet addresses, information navigators that provide new library and information forms of work, including a virtual reference service, electronic presentations information resources and library services, etc.

3.18. The level of providing the library with computer equipment should depend not only on financial possibilities, but on the tasks facing the library in the field of introducing new technologies and on the needs of users for new resources and services.

In accordance with the needs, the library should be provided with automated workstations for employees and users, united in a LAN, equipment for organizing a LAN, an Internet access device, a scanner, printers, a licensed operating system, including one that provides access for blind users to electronic resources, a package of licensed office programs.

All software (as well as audio and video materials) must be accompanied by licenses for its use.

Connection to the Internet can be based on the use of technology provided by cellular operators, either through a wired telephone line or via satellite.

3.19. Automated seats software for blind users should be adapted in accordance with the recommendations of the Consortium of the World Wide Web (C3W) to ensure that the software is accessible to the blind and visually impaired.

3.20. Equipment and software support of information systems in a public library must be updated in accordance with the requirements of information and telecommunication technologies - at least once every five years.

4. LOCATION OF THE LIBRARY AND SPACE ORGANIZATION

4.1. The presence of a public library in each settlement of the territory (municipal formation) is mandatory.

4.2. Each public library is located taking into account its maximum accessibility (no more than 15-20 minutes for a local resident to get to the library).

The availability of the public library for all local residents is also ensured by its convenient location: in the most frequently visited cultural, commercial, business centers, at the intersection of pedestrian routes, near transport links.

The visibility of the library is achieved in the presence of such elements as:

• free access to the library and the cleanliness of the surrounding area;
• visible and easily recognizable name of the library and competent advertising;
• street signage system;
• equipped with audible orientation indicators for the disabled

vision in accordance with GOSTs (signs indicating the presence of blind pedestrians at street crossings);

• parking for vehicles, including ambulances and fire trucks.

It is desirable that there be a garden or square next to the library, as well as places for children to play.

4.3. A public library can be located in a separate building, in a cluster-type building under the same roof with other institutions and organizations, as well as in a special extension to another building (residential or public).

The most desirable is accommodation in a separate building, specially designed and built for the library according to individual project in compliance with the norms and standards of sanitary, fire and anti-terrorist safety.

It is less desirable to place the library in an adapted residential (especially in buildings managed by HOA) or public building.

4.4. In any variant of the location of the public library, a convenient and free approach for the public and an entrance for the production purposes of the library itself and fire transport should be provided.

When placed in the same building as an educational institution (school, college, etc.), the library must have an autonomous entrance and exit for free access for visitors and to ensure the safety of funds; when placed in a socio-cultural complex, special premises should be provided that ensure the functional specifics of the library, the safety of its funds and a comfortable environment for its users.

4.5. The public library should also be accessible to those part of the local population who are at risk of social exclusion, primarily, people with limited mobility: people with disabilities with lesions of the musculoskeletal system, people with visual and hearing impairments, the elderly, as well as people with baby carriages , pregnant women, etc.

For wheelchair users, the entrance to the library must be equipped with ramps at the entrance and exit, at level transitions; door openings must comply with building GOSTs for the free passage of a stroller into the library premises, as well as to the library funds. The library should be equipped with special holders, fences, elevators, special chairs for work, and have sanitary areas for the disabled.

4.6. The layout and placement of library units and services should ensure ease of use and work in it. The principle of flexible layout of rooms will allow varying their ratio, taking into account changing needs and library technology.

Premises for the reference and bibliographic apparatus are best placed in a convenient connection with the lobby (not higher than the second floor), in a complex with the premises of the specialized reference and bibliographic department.

Premises for the storage of funds should have convenient connections with the departments of issuance, the processing department and directly communicate with the office premises of the storage department.

4.7. The dimensions of the areas of library premises are determined taking into account their functional purpose on the basis of accepted standards.

The dimensions of the areas for serving users are determined in accordance with the standards:

• area for placement of the subscription fund at the rate of at least 5 sq. m per 1000 volumes;
• area to accommodate the fund of the reading room at the rate of 10 sq. m per 1000 volumes;
• area to accommodate specialized departments at the rate of 5 sq. m per 1000 storage units;
• area for placement of reference and information apparatus (catalogues) at the rate of at least 3.5 sq. m for 1 catalog cabinet;
• area for departments of reception and distribution of literature at the rate of 4.5 sq. m per 1 department;
• area for placement of automated workstations at the rate of at least 6.0 sq. m per 1 user;
• the number of seats in the library is determined at the rate of 2.5 square meters. m for one place; about 10% of seating for users should be in the recreation area;
• to accommodate exhibitions, the area of ​​one of the main divisions of the library (subscription, reading room) requires an increase of up to 10%;
• for holding cultural events, it is necessary to have a separate room of at least 25 sq. m;
• lobby area at the rate of 0.2 sq. m per 1 visitor;
• wardrobe area at the rate of 0.08 sq. m per 1 hook of the console hanger.

Dimensions of premises for servicing persons with handicapped life activities require an increase in area at the rate of 2.7-3.0 square meters. m per 1 user of a specialized department.

The sizes of areas for storage of library funds are determined in accordance with the following standards:

• for books and magazines at least 2.5 sq. m per 1000 volumes;
• for newspaper filings not less than 14 sq. m per 1000 filings;
• for audiovisual documents not less than 3 sq. m per 1000 copies.

4.8. The number of office space depends on the number of full-time employees and the functions they perform, but the area occupied by them must be in proportion to at least 20% of the area of ​​the reading area.

The size of the areas of the main production sites are determined in accordance with their purpose and on the basis of established standards. For example:

• area of ​​1 workplace for personnel involved in the processes of acquisition and processing of funds - 9-12 sq. m;
• for the staff of the scientific and methodological service - 9 square meters. m;
• for administrative staff - 5-6 square meters. m, including for the director, deputy director - from 15 to 40 sq. m.

4.9. Workplaces equipped with technical means, both for production purposes and for the purpose of servicing users, must be located in specially adapted premises with access to the power grid, and provided with protective means of operation, equipped and equipped in accordance with the norms of the Sanitary and Epidemiological Rules and Regulations (SanPiN).

Office premises should have a convenient functional connection between themselves and with user service units.

4.10. The library should be provided with fire and security equipment: 1 fire extinguisher per 50 sq. m floor, but not less than 1 for each room, alarm.

4.11. A comfortable stay in the library and the use of its services is achieved through various components, such as:

• availability of indicative information for the free movement of users;
• availability various kinds and types of documents, media and telecommunications;
• functional equipment, simple and easy to use;
• design that creates comfort and conducive to work, communication and relaxation;
• professional ethics of personnel, observance of the rights of users.

4.12. Children need a library space that they can perceive as their own.

The children's area of ​​a public library should be an easily recognizable, friendly, attractive and comfortable place for children, distinguished by its functionality and unusualness: special furniture, color and decorative design, etc.

4.13. The opening hours of the public library are determined taking into account the needs of local residents and the intensity of its visits.

The opening hours of the library should not completely coincide with the working hours of the main part of the population.

The opening hours of library points (and mobile services) are subject to local conditions.

5. STAFF OF THE PUBLIC LIBRARY

5.1. Public library employees must have professional knowledge, skills and abilities; raise your professional level, to develop the ability to creative and constructive activity. Everyone should be familiar with their duties and rights.

All employees must clearly understand the goals and objectives, problems and prospects for the development of their library. Every staff member should be able to participate in the development of their library strategy, project activities to come up with proactive proposals to improve library services.

5.2. The management of the library and its founder must provide a sufficient number of staff.

The number of full-time employees is determined on the basis of one of the existing calculation options.

Option 1 (universal). The normative need for full-time employees is determined on the basis of calculations, taking into account the working time budget and time standards for work performed in libraries, based on the main performance indicators: the number of readers and the intensity of visits, the volume of services provided, the number of structural divisions, branches and non-stationary forms, etc. .

Option 2. The regulatory need for full-time employees is determined based on the need to ensure the basic library processes:

• acquisition and processing of documents - at the rate of 0.7-1 person per 1000 copies;
• organization of the fund - at the rate of 1-1.2 people per 60 thousand copies;
• user service - at the rate of 3-3.5 people per 1000 inhabitants;
• reference, bibliographic and information activities - at the rate of 1-1.5 people per 1000 inhabitants.

Option 3. The normative need for full-time employees is determined based on the population:

• in cities with up to 50,000 inhabitants - at the rate of 1 worker per 2,000 inhabitants;
• in cities with a population of 50,000 or more - at the rate of 1 worker per 2,500 inhabitants;
• and also - 1 worker per 1000 inhabitants under the age of 14;
• in rural areas - at the rate of 1 worker per 500 - 1000 inhabitants;
• and - 1 worker per 500 inhabitants under the age of 14.

5.3. The library management should take care of the availability of specialists in the library staff with the special knowledge necessary to perform various functional duties:

• to serve special user groups (children, youth, ethnic groups, the elderly, the disabled and other problematic categories);
• for working with certain types of documents (electronic documents, audio materials, musical publications, art publications, literature in foreign languages, materials in relief-dot type, etc.);
• for the introduction and use of information and telecommunication technologies, the creation of electronic resources, the provision of information services.

5.4. Basic education library specialists is determined by state educational standards. Additional professional education, both at the municipal, and at the regional and federal levels, librarians must pass at least once every 3 years.

The amount of financial resources intended for the purposes of training library staff should be at least 0.5% of the budget items allocated for salaries.

5.5. The management of the library and its founder ensure the implementation of the continuous education program for all staff, focusing on various forms of advanced training in various areas professional activity, including the organization of internships for librarians within the region, within the country and abroad.

Professional development programs for librarians at all levels should include issues of integrated services for people with disabilities and be carried out within the framework of joint projects with a special library of the region.

5.7. The library management and its founder provide social and professional protection for public library employees, take care of creating satisfactory working conditions for employees, support young professionals, and promote their professional growth.

6. SUPPORTING THE OPERATIONS OF THE PUBLIC LIBRARY

6.1. The stable operation of public libraries is ensured by federal and regional legislation, the adoption of local regulations, as well as guaranteed funding from local sources.

6.2. Organs government controlled and local governments play an important role in promoting the development of the library network, library and information services needed by the population, in the modernization of public libraries and in the construction of modern library buildings.

The activities of a public library should be an essential component of a long-term strategy in the field of culture and education, information development of the territory (municipal formation).

6.3. Financing of the public library should be carried out on a planned basis at all stages of its functioning and contribute to the successful implementation of the goals, objectives and priority areas of activity.

On present stage special attention should be paid to supporting the informatization of public libraries as the most important direction of their development, the main means of modernizing library services to citizens.

The budget of a public library should reflect its needs for training library staff and users, updating technology and resources, and improving library services.

Financial support is required for public libraries and their work with the disabled and other problematic groups.

6.4. Additional funds for its development from various other possible sources (for example, budgets of higher levels, grants, funds from sponsors and philanthropists, own commercial activities) the library actively attracts on its own, as well as with the support of state and local authorities.

6.5. The head of the library must correctly argue the need for obtaining the necessary funds and justify the costs.

Bodies of state administration and local self-government should objectively determine the parameters of the work of public libraries, establish reference criteria for evaluating the results of their activities.

When preparing a new edition of the “Model Standard for Public Library Activities”, the following were used:

Public-professional documents and documents of non-governmental organizations

UNESCO Information for All Programme.

PULMAN program. 2002-2003.

Project CALIMERA. 2004.

Declaration on Libraries, Information Services and Intellectual Freedom. Adopted by the Council of the International Federation of Library Associations and Institutions (IFLA) in Glasgow (August 2002).

Copenhagen Declaration on Public Libraries. Adopted in Copenhagen at the international meeting of politicians "The role of public libraries in the information society" (October, 1999).

Tunis Agenda for the Information Society. (Document WSIS-05/TUNIS/DOC/6(Rev.1)-R. November 15, 2005).

Library Manifesto of Alexandria. Information society in action. (Adopted by IFLA on November 11, 2005 at the Library of Alexandria, Alexandria, Egypt).

Convention on the Rights of the Child (ratified by the Supreme Soviet of the USSR on June 13, 1990. Entered into force for the Russian Federation on September 15, 1990).

IFLA/UNESCO Manifesto for the Public Library. 1994.

RBA Manifesto on the Public Library. 2003.

IFLA Internet Manifesto. 2002.

IFLA Manifesto for the Multicultural Library. 2008.

Code of professional ethics of the Russian librarian. RBA. 1996.

Model standard for the operation of a public library. RBA. 2001.

IFLA/UNESCO Guidelines for the Development of Public Library Services. 2002.

IFLA/UNESCO Guide to the IFLA Internet Manifesto. 2006.

IFLA Guide for Children's Libraries. 2003.

Guidelines for local history activities of municipal libraries (centralized library systems). RBA. 2005.

Basic norms for organizing a network and resource provision of public libraries in municipalities. RBA. 2007.

Official documents

Constitution of the Russian Federation. 1993.

Federal Law of the Russian Federation "On Librarianship" (No. 78-FZ). 1994.

Federal Law of the Russian Federation "On the legal deposit of documents" (No. 77-FZ). 1994 (as amended by the Federal Law of the Russian Federation No. 28-FZ dated March 20, 2008 “On Amendments to the Federal Law of the Russian Federation “On Mandatory Copy of Documents””.

Federal Law of the Russian Federation "On Basic Guarantees of the Rights of the Child in the Russian Federation" (No. 124-FZ). 1998.

Federal Law of the Russian Federation "On Information, Information Technologies and Information Protection" (No. 149-FZ). 2006.

Public buildings and structures. SNiP 2.08.02-89 (approved by the Decree of the Gosstroy of the USSR dated 16.05.1989 No. 78).

Instructions for the design of libraries SN 548-82 (approved by order State Committee on Civil Engineering and Architecture under the State Construction Committee of the USSR dated 20.02. 1982 No. 63).

Normals of planning elements of residential and public buildings. Issue. NP 5.4.1-74. Libraries.

Hygienic requirements for personal electronic computers and organization of work. Sanitary regulations and norms (SanPiN) 2.2.2 / 2.4 1340-03.

Intersectoral norms of time for work performed in libraries (approved by the Decree of the Ministry of Labor and social development Russian Federation dated 03.02. 1997 No. 6).

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FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"CHELYABINSK STATE ACADEMY OF CULTURE AND ARTS"

INSTITUTE OF CORRESPONDENCE TRAINING

Department of Library and Information Activities

FINAL QUALIFICATION WORK

CHILDREN'S LIBRARY AT THE PRESENT STAGE OF DEVELOPMENT

specialty 071201 Library and information activities

Completed by: Dosshanova G.S.

Head: Fedosenko G.F.

CHELYABINSK 2012

Introduction

Chapter 1. The place and role of the children's library in the system of library services for children

1.1 Typological features of children's libraries

1.2 Functions of the children's library

1.3 The development of reading as the basic direction of the work of the children's library

Chapter 2. History and current state of the network of children's libraries

2.1 The history of the formation of a network of children's libraries in Russia

2.2 Current state and problems of development of children's libraries

Chapter 3

3.1 Characteristics of the Karabalyk RDB

3.2 Forms and directions of work of the Karabalyk RCH

3.3 Public relations

Conclusion

List of used literature

Application

Introduction

Relevance of the theme of the VKRS.

Children all over the world, including in our country, are beginning to be recognized as the greatest value. This group of the population has its own pronounced specific features of development associated with gender, age, psychological and social differences. The main principle of the socio-cultural policy towards children, and hence their library services, is the maximum possible differentiation of measures that take into account these characteristics and contribute to the social adaptation of children to society. Library services for children make a significant contribution to the socialization of the child's personality, to his inculturation (N.L. Golubeva's term), that is, entry into culture.

Library services for children are carried out by libraries of cultural management bodies at all levels: public, specialized children's and even partly regional universal libraries. There is a huge network of libraries general education schools, lyceums, gymnasiums. In general, child readers make up 33-35% of the total number of users of all libraries, and in rural areas their share reaches 40-45%.

An analysis of the effectiveness of these libraries in providing and supporting children's reading leads to the conclusion that their demand is growing. In the last five years, they have gradually turned into open system actively cooperating with many state and public organizations.

In this paper, a number of specific, rather little studied issues regarding children's libraries and services for children are considered.

Thus, the relevance of the work performed is to study the activities of children's libraries in modern world.

Object of study is a children's library of all kinds and departments.

Subject of study- development of children's libraries at the present stage.

The purpose of the study is the study of the process of formation and development of the children's library as a cultural institution.

To achieve the goal of the WRC, it is necessary to solve the following tasks:

1) consider the historical process of the emergence of children's libraries;

2) to study the essence of the activities of the children's library, in particular, the goals, objectives, principles, methods, functions of work, the structure of the library;

3) analyze the activities of a modern children's library as a cultural institution using specific examples;

4) to analyze the work of the Karabalyk RCH (Kazakhstan, Kostanay region, Karabalyk village) and, based on the information received, make their proposals for improving the activities of the RCH.

The source base of the study was the works of leading scientists, practitioners of library and information, book business, teachers of higher educational institutions, educational and reference publications, collections of scientific and practical works, materials of scientific and scientific-practical conferences, publications in professional periodicals, as well as official and archival documents.

Legislative acts, statistical materials, textbooks and articles from periodicals were used to write the VKRS.

The study and analysis of official documents made it possible to trace the dynamics of the development of children's libraries, the main activities of children's libraries. The regulatory framework for the activities of children's libraries in both Russia and the Republic of Kazakhstan was studied: laws, by-laws, regulations, materials on librarianship, etc.

Characterization of the degree of development of the problem under study in the professional literature.

The children's library, characterized by a variety of processes taking place in it, which is a complex social system, is traditionally the object of close attention of a wide range of specialists: librarians, bibliographers, teachers, psychologists, historians, philologists, culturologists, etc. This is evidenced by the monographs that have appeared in various fields of knowledge. , dissertation research, articles and other materials.

Domestic historiography of children's libraries is represented by a wide range of authors. First of all, these are theoretical and historical works that consider the children's library in the context of culture, personality formation, etc. Thus, the study of the activities of a specialized library for children, the theoretical understanding of the children's library as a sociocultural phenomenon are reflected in the work of H.JI. Golubev. She developed the concept of a children's library in modern society from the position of inculturation of the child's personality.

The functions of children's libraries are considered in the works of N.P. Vasilchenko, O.I. Alimaeva and others.

However, this is still not enough to determine the place of children's libraries in the typology of the country's libraries. The problems of the general typology of libraries remain insufficiently worked out, despite the heated controversy on this issue in the 1990s.

Thus, the analysis of the available materials indicates the absence of a complete picture of the formation of children's libraries as an independent social institution in its specific characteristics. This determined the choice of the research topic.

To study the experience of libraries, publications from the journals "Library", "Library Business", "Library Science", "Young in Library Science", etc. were involved.

The basis of the study was the Karabalyk RDB.

Research methods.

The following methods were used in writing this work:

Study and analysis of documents;

Analysis of library documentation;

Working with bibliographic sources.

Characteristics of structural sections.

The structure and logic of the work are built in accordance with the goals set and correspond to the content of the tasks of the WQRS. The work consists of an introduction, three chapters, a conclusion, a list of references and applications.

The introduction reveals the relevance of issues related to children's libraries in general, determines the purpose of the work, tasks, subject and object of research, as well as the degree of study of the issue.

The first chapter defines the place and role of the children's library in the system of library services for children, reveals the essence and functions, mission, goals and objectives of the children's library in various aspects of its activities.

The second chapter deals with the history of the formation of a network of children's libraries in Russia, as well as the current state and problems of the development of children's libraries in general.

The third chapter is devoted to the study of the experience of the Karabalyk RDB for a more detailed consideration general concepts and features discussed in the second chapter of the work. A detailed analysis was carried out in the field of the most important aspects of the activities of the Karabalyk RDB. In particular, attention was paid to the forms and directions of work of this library.

Based on the analysis of the work of the Karabalyk RCH, conclusions and proposals were made to improve the further work of the RCH.

In conclusion, the results of the research work are summarized.

The list of used literature reflects the works of library scientists and practitioners that are cited in the work or were used in the preparation of the thesis.

children's library reading

Chapter 1. The place and role of the children's library in the system blibrary services for children

1.1 Typologicallye features of children's libraries

An important theoretical problem of library science is the development of a typology of libraries based on the identification of typical and specific features that make it possible to distribute a diverse system of libraries into groups. The main units of grouping libraries are the concepts of "type" and "kind", meaning a sample, model, variety, which corresponds to a group of libraries with certain characteristics.

In the early years of Soviet power, most librarians identified three types of libraries: public, scientific, and school. However, such a division no longer corresponds to the modern idea of ​​the social purpose of libraries, the level of their organization.

The combination of information needs and reader interests of complex and highly specialized topics rightfully connects the typology of libraries with differentiation and integration, which corresponds to two types of libraries - universal and special.

Depending on the nature of public information needs to be satisfied and readers' requests, universal libraries are differentiated into mass and scientific ones. Within the framework of these two types, further division of universal libraries is carried out according to regional, departmental characteristics and the age composition of readers.

So, based on the age composition of readers, a group of children's and youth libraries is singled out.

Children's libraries in Russia are specialized libraries serving children up to 15 years of age, their parents, teachers, educators and other users who are professionally involved in children's reading and children's literature, culture and information for children.

All activities of the children's library are aimed at giving priority to a certain category of the population - children. This is exactly what children's libraries differ from public libraries, which should provide equal conditions for all citizens, regardless of age, gender, education, etc.

Of course, the children's library is not only an information institution; it is, first of all, an institution that accumulates and transmits cultural and social experience. The changes taking place in all spheres of society's life directly affect the library associated with state power, political organizations, and funding mechanisms. The activities of the children's library are affected by the reorganization of book publishing and book distribution of literature for children, the reform of the education and culture system. Changes in society directly affect the structure, content and volume of reader interests and needs, which entails a refinement, and sometimes even a transformation of the functions and structures of the children's library.

In accordance with federal law RF "On librarianship" children have the right to use public, specialized children's and educational libraries.

Children's libraries can be:

independent libraries with the status of a legal entity (republican, regional, regional libraries)

municipal children's libraries with the status of a legal entity (central library and branches)

structural subdivisions (branches, departments) of other library systems, mainly public libraries.

The network of children's libraries in Russia makes it possible to organize a system of library services for children at all levels: from the federal to the level of a rural settlement.

The following long-established models operate in the cultural sector:

Federal level

The Federal State Institution of Culture Russian State Children's Library (RSDL) is a research, scientific, methodological and information center on the problems of children's reading and library services for children in the Russian Federation. Main users: children's libraries of the constituent entities of the Russian Federation, central libraries municipal children's systems, libraries serving children, children and reading leaders. Main tasks: providing Russian libraries serving children with scientific and methodological assistance, conducting research on children's reading, information needs, library services for children, coordinating the work of children's libraries in Russia, developing new forms of library services for children, collecting and preserving a fund of documents for children and adolescents. RGDB is a legal entity that operates in accordance with the Charter, approved by the founder - the Government of the Russian Federation.

The level of the subject of the Russian Federation

Republican, regional and regional children's libraries (hereinafter - central regional). The main users are children's and other libraries serving children, children - users, reading leaders.

All children's libraries of the constituent entities of the Russian Federation, in accordance with federal and regional laws on librarianship, perform the functions of central libraries:

methodical and research in relation to all libraries of the region serving children;

memorial, that is, collecting with the greatest completeness, storage and use of literature for children and adolescents in order to preserve these collections for future generations;

mutual use of funds (MBA, electronic delivery of documents), which is very important in the context of insufficient acquisition of regional libraries with children's literature;

The main task is to maintain a unified library service for the children's population, its support, scientific and methodological support, holding major campaigns to distribute books and reading among children.

As indicated in the Regulations on the Central Children's Library, the Central Children's Library (CDL) is one of the divisions of the CLS - an information cultural and educational institution.

Central children's libraries of the subjects of the Russian Federation should position themselves as genuine research centers for the study of children's reading and children's literature; centers for monitoring library services for children and dissemination of reading among the child population; centers uniting various institutions and organizations dealing with children's problems; as an information base for authorities to develop the most optimal childhood policy.

In order to improve the quality of work of the central children's libraries of the Russian Federation, it is necessary to change the management of libraries and their structural divisions. Flexible structures should be created to meet current and future development needs of young users, legal and individuals related to solving childhood problems; horizontal and vertical links of the library as a methodological and research center with all interested legal entities and individuals have been established.

Support is needed to achieve this strategic objective government agencies, increasing and stabilizing funding for the activities of central children's libraries, strengthening their status, creating appropriate legal documentation. Each library must develop a strategy for its development and a program to achieve its goals.

Municipal level

Municipal children's libraries with the status of a legal entity, and municipal systems of children's libraries (MSDL) are independent specialized children's libraries at the municipal level.

The main tasks are the organization of library services for children in accordance with their age and gender and psychological characteristics, the creation of an environment for the development of the child's personality, including the satisfaction of educational needs, the organization of leisure and communication, library services for reading leaders, the acquisition of a literature fund for children and children's reading leaders, including publications in various formats and on various media: books, periodicals, audiovisual and electronic documents.

In relation to rural libraries - branches, municipal children's libraries carry out methodological functions on issues of children's reading and the organization of library services for children.

Municipal children's libraries serve the majority of the city's children's population, and have the capacity to provide services, conduct various activities to promote books and reading. Their development should follow the path of strengthening independence, informatization of all processes within the system, inclusion in corporate and local city interdepartmental Information Systems, establishing intersystem and interdepartmental exchange of documents and information, coordination and cooperation of activities with public and school libraries cities, other institutions and organizations.

1.2 Functions of the children's library

The function of the library is the role that it plays or should play in society, the manifestation of the properties that distinguish the library from others. social institutions and institutions. The federal law "On librarianship" gives the following legal definition: "Library - informational, cultural, educational institution, which has an organized fund of replicated documents and provides them for temporary use to individuals and legal entities "Thus, the main functions of the library are recognized as information, cultural and educational.

In the activities of the library, its functions are implemented. In domestic library science there is no single point of view on the classification of the social functions of the library. By 1984, two approaches to defining the functions of a library were established: informational (A.V. Sokolov: communicative, cognitive, cumulative) and cultural (V.R. Firsov: cognitive, communicative, and value-oriented). M.I. Akilina, N.V. Zhadko, N.I. Tyulina et al. offered their modifications of the functions. Given the diversity of points of view on this issue, we propose a classification of the functions of the children's library in the following form: socio-pedagogical, informational, memorial. These functions have always belonged to the children's library, but due to the aggravated problems of a social nature, the spiritual and educational potential of a person comes into the center of society's attention, which suggests the need to update the socio-pedagogical function. There is no doubt that the socio-pedagogical function today is of particular importance in the activities of the children's library. Based on the principles of humanism, the library is aimed at helping, supporting the personality of the reader, aimed at upbringing, education, and human development.

The social and pedagogical activity of the children's library is realized through the organization of individual and mass work using various methods and funds. All readers act as a subject - children of different ages, families with certain characteristics, requiring equal attention, but a different (individual) approach.

The information function is primarily aimed at meeting the reader's needs, while the educational function is aimed at awakening and shaping them. This function is especially important for libraries working with children, in whom, due to age-related developmental characteristics, many reading needs are either not formed or not yet realized. The library is also independently engaged in teaching users the basics of information culture, the culture of reading. According to N.V. Zhadko, the educational function of the library as a social institution, along with the memorial one, is generic, defining the specifics of the library, separating it from other social institutions.

The functions of the library include two parts: 1. social functions determined by the external environment - society; 2. applied (production) functions, determined directly by professionals. In the presence of different approaches to the classification of the social functions of the library, there is also a principle that unites them: 1. recognition of the many (poly) functionality of the library; 2. Recognition of the non-equivalence of all functions of the library: the allocation of the original unchanged permanent and corresponding to modern reality of the functions of the library.

Groups of social functions of the library: main (essential). Define the essence of the library: what it was created for. They are: 1. cumulative (collection of documents); 2. memorial (purposeful activity of the library in the formation and preservation of the fund of documents); 3. communication (multilateral activities of the library to provide users with documents in the form of primary sources or secondary information, contributing to the assimilation of cultural, intellectual potential, enhancing the circulation of knowledge in society).

Derivative functions - as a socio-communicative institution.

1. main (type-forming): a) assistance learning activities users; b) promotion of professional and industrial activities of users; c) assistance scientific activity users; d) promotion of self-educational activities of users and organization of their leisure. 2. phenomenal: are secondary in nature, their number is not limited, they are most subject to change. These include educational, educational, industrial, recreational (communication, recreation), hedonistic (pleasure), ideological, leisure, socializing, and other functions.

The children's library is an educational and information center, a cultural, educational, organizational and leisure center.

The library remains practically the only free source of information, a place to get acquainted with the achievements of world culture, fulfill requests related to education, a center for cultural development and, most importantly, communication.

The main thing is that the children's library must meet the interests and needs of the population, be able to fit into existing conditions, anticipate the future and become indispensable, having won the competition with other social institutions."

The Children's Library is a center for children's reading, introducing the child to reading and competent use of information on all types of its media. The most important task of the children's library is the formation of an information culture and a culture of reading, the education of a creative critical attitude to the text, its assimilation and application in life.

The children's library should provide its users with the opportunity to use modern information technologies, access to information networks, expand the scope of services in local and remote access modes.

For many years, each library, when planning its work, determined goals and objectives, both short-term and long-term, and the purpose of all library institutions, depending on the contingent of readers served, was the same. Today it has become "fashionable" to define the "mission" of an organization, including a library. But if you understand the concept of "mission", then very soon you can come to the conclusion that this is not a tribute to "fashion", not a substitution of one term for another, but a conscious, time-dictated need to express briefly and at the same time succinctly the purpose of your library, which distinguishes her from others. It is the mission that allows the public to demonstrate how the library can be useful to it, what it strives for, what means it can and is ready to use to achieve its goals.

Golubeva N. L. In his scientific and methodological manual "Children's Library: contemporary issues development” expressed her opinion about the mission of children's libraries. The mission of children's libraries, in her opinion, is to use all available resources to provide children with optimal conditions for cultural development, the formation and satisfaction of their educational, communication and other needs, in other words, to create an environment for the development of the child through reading, books and other types of materials that meet its gender, age, socio-cultural and individual characteristics.

G.A. Kislovskaya, director of the Russian State Children's Library, in her article "Children Can't Wait" highlighted the main goal of children's libraries - the formation and satisfaction of the needs of children in intellectual and spiritual growth, self-knowledge, self-education; introducing children to reading, to world and national culture; promoting the value of reading and books; promoting the integration of children into the socio-cultural environment of society.

The main tasks of children's libraries were formulated in the document "Concepts for Library Services for Children in Russia".

Each library sets itself the task of creating the necessary conditions to meet the information needs of its users, while it strives to create equal rights and opportunities for children of all social strata of society with different intellectual and physical abilities.

So, the mission of children's libraries is to use all available resources to provide children with optimal conditions for cultural development, the formation and satisfaction of their educational, communication and other needs, in other words, to create an environment for the development of the child through reading, books and other types of materials, corresponding to his gender, age, sociocultural and individual characteristics.

primary goal children's libraries - the formation and satisfaction of the needs of children in intellectual and spiritual growth, self-knowledge and self-education; introducing children to reading, to world and national culture; promoting the value of reading and books; promoting the integration of children into the socio-cultural environment.

Main goals children's libraries:

> development and self-development of the child;

> achieving a “reading standard”, that is, the level of reading competence and reading development that is necessary for the health of the nation, to ensure its intellectual, moral and aesthetic development;

> ensuring the openness of the library for all children, creating equal rights and opportunities for children of all social strata of society with different intellectual and physical abilities;

> providing a child user with access to objective and comprehensive information about the world in an accessible and safe form for him;

> implementation of the requirement information security and humanistic orientation of electronic products available to children;

Library service for children is an integral part of the library service for the population, it relies on a combination of traditional and modern information technologies in the provision of services.

1.3 The development of reading as a basic directionoperation of the children's library

The formation of the spiritual culture of the individual is always carried out through reading. But reading is increasingly losing its cultural, educational role in society, turning into a source of information and a means of entertainment.

In these difficult times, children's reading needs support more than ever. The problem of declining interest in reading deeply worries everyone, including librarians. In particular, they began to talk about this problem in the high level. The President of the Republic of Kazakhstan in his annual message to the people of Kazakhstan repeatedly touches on the problem of reading.

In the age of information technology, when children are passionate about computers, and because of the high study load they do not have enough time to read a fiction book, the work of libraries to introduce children to reading is of particular importance.

Children's libraries are defending the values ​​of children's reading, trying to raise its status, instill a taste for it, and maintain a positive attitude towards reading in children.

Many of the children's libraries have created original programs for introducing children to reading, educating an information culture, finding ways to coordinate reading and modern computer technologies.

All mass work carried out in libraries is aimed at attracting readers to the library, at supporting and developing a love of reading and books. For this purpose, various forms of mass work are used.

All the activities of the library contribute to the education of a culture of reading in children: its design, conversations about books, the system for organizing readers' access to funds, and the catalog system.

Methods and forms of reading guidance: conversation, loud reading, storytelling, discussion of books, exhibitions.

Reading tastes, the reading culture of each person largely depends on who and how was reading in childhood, and in this regard, the role of the children's librarian is growing more than ever.

The leading role of the librarian is manifested in the selection of those books from which the child independently chooses what he likes, in the ability to talk about the book so that the reader is interested in it, in posing questions to him that will help the reader determine his attitude to what he read. An atmosphere of trust and respect for the child as a reader, regardless of his age, the librarian's knowledge of books, the opportunity to talk with him about what he has read create conditions that contribute to the manifestation of freedom and at the same time enable the librarian to fulfill his tasks as an educator, leader of reading.

The librarian is not a simple “giver” of books, but a leader of his readers. The librarian, together with teachers and parents, bears full responsibility for the education and upbringing of children, formulating their literary taste. He must exercise a planned and systematic influence on the formation of the personality of each child, carefully and purposefully select literature for children's reading, “appetizingly” talk about books, so that the child comes to the library without any coercion and loves the book. Choosing a good book, giving what you need - sometimes means deciding the fate of a child as a reader, instilling good taste in him, laying the foundation for his further development.

To solve the problem of attracting all children to reading, it is necessary to systematically promote books and libraries among them and at the same time organize their services so that the library is available to every preschooler and student.

Students in grades 0-1 master the technique of reading gradually. These children are interested in the process of reading. Most of them want to learn to read as soon as possible, and the librarian needs to support this desire. The interests of first-graders have not yet taken shape, and therefore many of them read everything in a row or choose those books that have brighter covers and pictures.

Entertaining is the main principle of working with younger readers. While playing, the child imperceptibly begins to correctly evaluate the actions of the heroes of the books or seeks to acquire new knowledge for him.

Little readers receive in the library a mandatory minimum of cultural and conscious reading skills, independent choice of books. Among the necessary skills is the ability to take care of the book.

Speaking of different types work with younger readers, it is necessary to emphasize the fruitfulness of such a method as expressive reading and storytelling.

Loud reading is central to working with children. Such readings are held regularly on certain days and hours. Reading should be expressive and simple. Systematic reading of the most important and accessible to children materials from newspapers and magazines teach younger students to use periodicals.

After reading, children love to draw. You can offer the guys: draw what you want, or be illustrators of the book. An exhibition is made up of children's drawings. At the exhibitions, a conversation is being held - the contents of the book are recalled, the drawings are sorted out.

Also, conversations about books with children are often held in the form of literary games. For example, read excerpts from different fairy tales, their names are recalled, according to the illustrations, the name of the work and its content are recalled.

It is important for first-graders to show how many interesting and different books are in the library, to talk about the books they know, to name the names of the most famous writers. Be sure to give children the opportunity to look at books themselves, read short stories or poems. Kids are introduced to the most elementary rules of reading, careful attitude to the book, they explain how to read in order to understand what they read: pronounce every word, read the book to the end, look at the pictures. It is also necessary to give them the first concepts of reading hygiene: do not read lying down, in the dark, while eating.

Children should be given opportunities to develop their reading in all ways and help develop a love of books. After all, this is the first step towards literacy and lifelong learning. Children need to be helped to understand the vast amount of pleasure that can be gained from reading.

The formation of the spiritual culture of the individual in Russia has always been considered through reading, a book. The Russian historical tradition of family reading shows how great the craving for spiritual perfection was in society. The book served not only as a source of information, but also as food for the soul, heart, a way to communicate with the world, people close to a person. Yu. M. Lotman, reflecting on the special moral, spiritual qualities of "young generals" Patriotic War 1812, explains the fact of the unprecedented “concentration” in Russia of such a number of externally and internally beautiful men by the fact that this was the first generation of child readers: “A special childhood took shape in this cultural world. Children not only began to sew children's clothes. Not only children's games were cultivated - children began to read very early, a woman - a reader gave birth to a child-reader. Reading a book aloud, and then an independent children's library - this is the path that future writers, warriors and politicians will follow .... These children had a special childhood - a childhood that creates people who are already prepared in advance not for a career, not for service, but for exploits. This is how a new psychological type is created in the children's room.

Modern research indicates that the family ceases to be an environment that stimulates the reading of a child. Family reading traditions are being lost. If in the 1970s 80% of families regularly read to children, now only 7%. The readiness of parents for the reading development of children is directly dependent on the level of their culture, including pedagogical literacy. Many parents are characterized by a lack of understanding of the educational value of children's literature, the goals of guiding the reading of children in the family, insufficient awareness of the content of the reading circle of children, and methodological illiteracy.

The main difference between family reading and its other types - extra-curricular and home reading, is that parents, using the book, begin to really engage in the spiritual development of their child, the formation of his morality. Therefore, family readings are a conversation between parents and children about morality, an incentive that is a joint reading of a work of literature.

To create conditions for the cognitive activity of the child, to stimulate it, to direct his thoughts - this is the main task of parents, which also determines their leading role in organizing family readings. In the process of family readings, both psychological and social functions of communication are realized. Its participants not only come into contact with each other and identify themselves with each other, but also socially significant moral ideas enter into their spiritual world, the source of which are the phenomena of life reflected in the works of literature. The main actor in this communion is the child. Parents can only direct his cognitive activity and encourage him to think. The children's library can contribute to the formation of new relationships with the world in the family, which largely determine life path child, the family's awareness of its cultural and social significance in society.

To assist parents in mastering this role, libraries develop special pedagogical support programs, programs for children's developmental reading that stimulate interaction between children and adults.

Family reading is the main way to introduce children to the world of books. It is in this context that we see the future of children's libraries - the home of family reading.

Recently, the traditions of family reading have been revived in children's libraries. Family work can be organized in any type of public library setting. Recently, the issue of the need to create special libraries serving the information needs of the family has been discussed.

The opening of family reading libraries was aimed at attracting large families, socially unprotected segments of the population, assisting them in the upbringing of children, the rational organization of free time, and the revival of family reading traditions.

Activities of the children's library.

Patriotic and spiritualnequal education.

Patriotic education. Children's libraries play a huge role in the awakening and development of patriotic consciousness, in the formation of personality and in the spiritual and moral education of society.

In the activities of libraries aimed at the patriotic education of the younger generation, the following links should be distinguished:

fostering love for the Fatherland and their Little Motherland (as a rule, this is carried out as part of local history classes);

acquaintance in a lively, interesting form with the history of our state, including the military-patriotic aspect;

legal education of schoolchildren in a children's library.

Assistance in instilling in children and adolescents love for their native land, for the language of their people, its traditions, culture, respect for the language and culture of other peoples, the desire for creation aimed at the prosperity of the country, protecting it from all forms of destruction - has become one of the priorities directions in the work of children's libraries.

The system of work on the patriotic education of youth in the children's and youth libraries of our country began to take shape in the distant 70s of the last century. In 1979, the Central Headquarters of the All-Union Campaign to the places of revolutionary, military and labor glory of the Soviet people and the editors of the Library Library announced a competition for the best organization of the military-patriotic education of the young generation. It was held under the motto - "There is to become in service!" - and consisted of a wide variety of promotions and events. Literary evenings from the cycle “And Courage as a Banner Carried”, dedicated to writers and poets who died on the fronts of the Great Patriotic War, have passed; Bibliography Day - "About the war, about comrades, about myself"; lesson of courage - “They are forever left with 20” (about the Komsomol members of the Great Patriotic War; an evening of questions and answers from readers of pre-conscription age with specialists from military departments.

Unfortunately, since the mid-1980s and up to the mid-1990s. it became "indecent" to talk about patriotism. His spirit was practically banished from the propaganda of moral values, the media, the system educational work with the younger generation, in general, from the spiritual life of society. The words "motherland" and "fatherland" began to fall out of use. They were replaced by obscure - alternative - "our homeland." It should be rightly noted that all this did not happen without the efforts of part of the Russian intelligentsia. The country was split into the accused and the accusers, the dispossessed and those who dispossessed kulaks, the repressed and those who repressed. Traditions of patriotic education that have been created for centuries in Russian culture and education have undergone a significant revision.

The era of perestroika was advancing, and liberal universal values ​​were extolled at all corners. At the same time, the memory of the past - the cornerstone value in shaping the worldview and value world of a young citizen of Russia - was thrown to the sidelines of the entire system of educational work. Educational and cultural institutions are less likely to hold lessons of courage, Watches in memory of fallen heroes, meetings with war and labor veterans - all those events that awaken and strengthen patriotic feelings, form historical consciousness, and with it love for the Fatherland. Fortunately, all this has again returned to the practice of children's libraries in the country.

Looking through methodological materials on library services for the population of the late 1980s - early 1990s, one can see a semantic and ideological vacuum in terms of the military-patriotic education of young people.

The heroic-patriotic education of young people in children's and youth libraries really intensified after the adoption of the Federal Program "Patriotic Education of Russian Citizens for 2001-2005".

In cultivating a feeling of love for the small and large Motherland, a special role belongs to military history, in contact with which, the younger generation joins feat of arms people, learns to serve the Fatherland on the heroic examples from the life of great ancestors.

Today, patriotic education is a complex system that includes a large number of directions and fields of activity. It contains not only social, but also spiritual-moral, cultural-historical, military-historical, ideological components.

The main goals of this system are the development of citizenship and patriotism among the younger generation as the most important spiritual, moral and social values, the formation of professionally significant qualities, skills and readiness for their active manifestation in various spheres of society. What can the library do in this direction?

First of all, find a way to the heart of a child through a book. To do this, a special environment is created in the library that encourages children to communicate, be creative, and engage in activities. The work to create such an environment is based on the pedagogy of cooperation and co-creation of children and adults, the freedom to choose the activities that the library offers to the participants in this process, using various forms of library work. So, in each direction of the system of patriotic education in libraries, traditional exhibitions of book and other printed products are arranged, which, as they become available, are supplemented with reference and documentary materials.

One of the areas of education of a patriot and a citizen is the study of the state symbols of Russia, Kazakhstan, an explanation of the essence and meaning state symbols Republic of Kazakhstan and the Russian Federation - Emblem, Flag and Anthem. Libraries are organizing special shelves in this direction (“Symbols of the Fatherland”), on which books and brochures, publications from periodicals and guidelines for explaining state symbols are presented, samples of Russian symbols, materials from their history and modern life are given.

Such publications not only attract the attention of young readers, but also help teachers in conducting civics lessons and other educational activities using state symbols.

It is gratifying that patriotism today is becoming a determining spiritual and moral factor in maintaining social stability, independence and security of the state. That is why one of the priorities of the Patriotic Education Program is the formation of historical consciousness.

A lot of propaganda and educational work in this direction is carried out by all libraries working with children. It brings together a set of activities aimed at deepening the knowledge of the historical past of our Motherland, national traditions, customs, culture and art.

Yes, the library. S. Begalina (Kazakhstan) gives readers, starting with themselves early age, knowledge about state symbols, the Constitution, about the rights and obligations of citizens of the republic.

About the history of the native republic, the formation of Kazakhstan as independent state, the children will learn about the culture of interethnic relations from the events “We are the people of Kazakhstan”, “There is no future without memory”, “Know Kazakhstan” and others. With constant interest, young readers participate in travel games around Kazakhstan, in literary competitions dedicated to national holidays and significant dates.

Local history. Local history activity can be considered as one of the leading components of the system of patriotic education of children and youth. Access to archival documents, materials local history museums, periodicals, local residents - carriers of information about the relatively recent past - all this helps to learn the history of their native land, love its nature, understand those life processes, cultural traditions that its population lived and lives on

The revival of library local history today is caused by an unprecedented rise in national self-consciousness. By recognizing universal human priorities, library local history is able to fill in people that moral process, which is now much talked about, morality is instilled along with love for one's father's house.

Local history is traditionally one of the areas of library activity.

Local history literature is all printed works related to the region in content, regardless of the place of publication and language. Local history literature is diversified. It is presented as necessary for the study of the local region: physical and economic geography, geology, dialectics, art criticism, history, ethnography. Information about the region, city, village may be present in the creations of various types in the scientific, popular science and reference literature. In this regard, we must not forget about the works of fiction dedicated to the region.

In order to support children's interest in local history knowledge, to introduce reading books into the "leisure circle", children's libraries actively use club forms of work. Many children's libraries have developed and are actively implementing their own programs on local history, history, environmental education, legal and aesthetic education. So, for example, the Otan club was created at the Shcherbakty Central Children's Library. The club's program is focused on educational local history activities, on the development of the cognitive interest of children and adolescents in their " small homeland". In "Otan" work on the collection and organization of a fund of local history documents was further developed. The local history mini-museum of the children's library has become more interesting in design and more diverse in content, including thematic folders, handwritten albums, children's creative works, materials of local historians with unique facts and information about the Shcherbakty region.

Promotion of ecological knowledge. Today the need for information and new solutions environmental issues increase sharply, so environmental education is one of the priorities in working with children in libraries. Each library is faced with the task of creating an information base on environmental issues, forming a fund with the necessary literature and periodicals, and creating a reference and bibliographic apparatus. How environmental education begins with a careful attitude to nature, and environmental education - from a very young age. Teach children to love and care the world help new books on environmental problems and numerous periodicals. To open the fund of literature on ecology allow book exhibitions, thematic shelves.

Today, the solution of environmental problems is becoming a matter of paramount importance for all mankind. Realizing that the environmental education of the younger generation is patriotic, in children's libraries, in addition to various events, a whole series of methodological materials are being developed, for example, such as "Library and environmental education of children and adolescents", consisting of issues: "This fragile planet", "Legal" walk or environmental law”, “Water is the beauty of all nature”, “How beautiful this world is”, “Do you want to know how the city lives”.

Promotion of legal knowledge. In the era of continuous self-education, a developed culture of reading, information literacy, that is, the ability to find and critically evaluate information, becomes especially important. Therefore, attention to the problems of legal education of children is explained by two main reasons: the need to consider legal education as a continuous and systematic process throughout the entire period of schooling and the degree of assimilation of elementary legal knowledge, skills and abilities in the most favorable period of emotional interaction of the child with society.

That is why librarians of children's libraries carry out various forms of mass work in this direction: conversations, explanations of the content of the Constitution of the Russian Federation, library lessons on the basics of legal knowledge, and many others. others

In the course of such events, students not only get to know the society in which they live, but also realize the rights and obligations of a Russian citizen, see in their observance essential condition his civic development.

In the children's department of the OUNB them. S. Toraigyrov (Kazakhstan), the information center “Legal Planet” was opened. In developing the course, the librarians proceeded from the specific goals of civic education and the general provisions of the school of the first stage, which is designed to provide First stage formation of a socially active person. Jurisprudence is one of the stages of improving the legal preparation of a future citizen of the Republic of Kazakhstan. The course was designed for studying in grades 1-4. elementary school and set certain goals:

to inform younger students of elementary information about the Republic of Kazakhstan as a state of law;

to form a sense of citizenship and patriotism in the process of cognitive, socio-political, labor and other types of activity;

to teach responsibly to comply with the laws of society, to correctly use their rights and freedoms;

develop critical thinking, the ability to foresee the consequences of one's behavior.

Also, a program of events called “Legal culture for children” has been developed here. Each event is built on moral categories, and first of all, on respect. Not only to human rights, but also to work, to the history of the state, property, personal life, the age of a person, and much more. The actual material is presented in an accessible and interesting way. Accounting psychological aspect in teaching involves the active use of emotional methods of influencing the legal consciousness of the child. Classes are built on the basis of an active approach to learning. Children receive not only theoretical training, but are also involved in legal practice - they participate in law enforcement, crime prevention, school duty, etc.

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Children's libraries in modern society are a kind of centers for self-development, self-education, uniting the efforts of all socializing institutions on their territories, striving by common forces, joint actions to lead to the sustainable positive development of their readers. The organization of the reading activity of the younger generation is the main function of the children's library. It is in the library that the child receives the skills of reading activity, reading culture, information culture. The main goal of libraries working with children is to meet the needs of children and leaders of children's reading for information in all branches of knowledge, organizing leisure activities, assisting in the formation and development of personality, in transmitting knowledge and information to make the right decisions in different periods of growing up, i.e. . on the socialization of children, adolescents, youth.

After analyzing the experience of children's libraries in the world, it can be noted that children's libraries are an invaluable asset and a unique phenomenon in world history and culture. The end of the 20th - the beginning of the 21st century is characterized by the creation of a global information structure, the development of information technologies. Today, in a period of modernization and globalization, all libraries are changing significantly. New information technologies put before the children's libraries of the world the tasks of their development.

One of the most acute problems at the present stage facing children's libraries in Russia and abroad is the problem of rejection of children from reading. This phenomenon is studied by scientists and comprehended by the public of many countries, including Russia. A well-thought-out system of measures to attract children to reading, raising interest in the book is a promising direction in the work of children's libraries in the world.

The problem of "family literacy" is not new in the world. In a number of developed countries, the number of functionally illiterate families is growing. Family literacy can be seen as achieving a certain level of literacy in a family where they work together to improve their education. The need for closer interaction of libraries serving children with families, as well as services outside the library walls, are the prospects for children's libraries.

In the early 90s. The American Association for Children's Library Services worked with the Institute for Family and School Development to successfully develop a national program that involved working with parents to help their children learn. This program was designed for parents and included the use of libraries by children. The slogan of the campaign was "A library card is the best present for your child". Various programs for parents of young readers teach them how to competently work with a children's book, using various forms and methods. The German Reading Foundation, together with the Federal Ministry for Family Affairs, recently launched the project "Reading is a Family Business". Work is carried out with all categories of mentors - parents, kindergarten teachers, teachers.

One of the most effective influences is the influence on the "literary resources of the environment." The presence of children's books in the environment of the child is one of the main conditions for the development of a stable reading habit. In the late 80s - early 90s. in the USA, the state of Indiana, a program was held to support free reading (reading for pleasure) among students in grades 4-6 called "Incentive to read and book in paperback", with the participation of school and public libraries. For the United States, this was a unique program, but it resembled the New Zealand and British Book Stream programs. Its goal is to stimulate the free reading of young people using two methods: placing a large collection of books in schools selected for the experiment in paperback; supporting these schools in providing motivated reading activity.

In the USA, libraries work intensively with families, and the program is carried out both with children of different ages, and with parents, grandparents. Public libraries run a number of "lap-sit" programs where a parent can bring an infant (from birth to 24 months) to the library to listen to stories, move and imitate, and to parents had the opportunity to learn how to stimulate the mental processes of the baby. One of the most well-known family literacy programs run by public libraries since 1987 is called Home Start. The program was run by volunteers and librarians and included counseling parents on reading as a family activity, advice to improve their child's school performance, familiarization of parents with reading materials, and training in skills for working with preschoolers. In Pittsburgh, the teen moms program (girls aged 13 to 19) included tutors who came to the school from the library twice a week and taught young mothers the art of communicating with children, advising them on children's reading. Another program is "Reading Together": tutors (volunteers) use children's books as teaching material and help adult learners read these books to children. Parental reading aloud clubs are a different model modern program family literacy. Another example of a non-standard approach to working with a family is the project called "Fathers" and was implemented in the second half of the 90s. 20th century while working with inmates at San Quentin Prison in California. Purpose: to help fathers become the first teachers of their children, to teach fathers how to use children's books to teach and communicate with their children. Another problem that worries American society is the problem of generational ties. The American Association of Retired Persons (AARP) Network of Organizations and Unions and more than 100 Generation Link organizations have local, state, and national chapters. Programs are not limited to working with the elderly and children, they can involve students, workers, and others.

At present, the study of reading in America is taken very seriously. Back in the 80s of the twentieth century. in the United States, fears were expressed that the country was turning into a "nation of spectators", so reading problems were paid attention "at the very top". The most relevant areas of studying reading in American practice include the following: the study of children's reading; marginal groups; the study of the place of reading in the life of the family and community, etc. The most significant analytical studies of recent years by American experts are the works of D. David "Readers and Reading in America: Historical and Critical Perspectives" (1994) and C. Davidson "Reading in America: literature and the history of society" (1989). In 2002, a study was conducted in the United States of social involvement in the arts, including the reading of fiction. Its results have been published. Currently, European and American studies are closely linked to programs to promote reading among non-readers, with projects to support reading that exist at the state level in almost every country.

Today, in a period of modernization and globalization, libraries are changing significantly. New information technologies put before the children's libraries of the world the tasks of their development. Children and teenagers quickly and easily learn new technologies and are attracted by the huge opportunities of cyberspace. The role of libraries in the process of building the information society is enormous, this is emphasized by the public library organization IFLA.

In 1991-1993, the United States launched a ten-year program to build a national information infrastructure. The American Library Association began to develop new approaches and create programs for libraries to overcome the "information gap". Today's school library as an information center plays a vital role in preparing students for life and work in the information society. The American School Librarians Association used two national technologies: ICONnect provided Internet classes to assist school librarians, and the Kids Connect project provided assistance and referral services to users.

American librarians' understanding of their changing tasks in the era of new information technologies is reflected in the Statement of Commitment to High Quality Library Services for Children in the Technological Age".

educate parents on how to use the Internet and encourage them to take an active role in guiding their children when using the Internet;

play an active role in developing Internet policies and programs that will help parents protect children from inappropriate material and ensure children have access to the information they need.

In the UK, a new original company has begun to introduce online into the life of the nation. The mission of attracting adults to the global network is entrusted to web-educated children.

The "International Children's Digital Library" (ICDL) was created. The essence of the project is to place on the Internet 10,000 books in 100 languages ​​(including Russian) by 2007 for children from 3 to 10 years old. All e-books are made by scanning - the page numbering, the usual book font, colorful illustrations are preserved. The ICDL budget is $4.4 million. The project is organized by the University of Maryland with the support of the Library of Congress and the National Science Foundation.

The first European children's virtual library was created. In 1994, children's librarians from 6 countries (Great Britain, Germany, Greece, Spain, Portugal and Finland) united to develop a unique international project CHILIAS - a children's virtual library. The project is addressed to children aged 9-12 and was developed with their direct participation. CHILIAS consists of four mutually complementary sections posted on the Internet: virtual library - " information planet"(here information is collected about the authors, books, cities participating in the project, computer programs, as well as about animals, music, sports); the interactive program "Compose a story", which allows children to independently enter new information, for example, compose fairy tales and stories; "Guest Book" - a discussion club where children can express their opinion about the advantages and disadvantages of the program, correspond with their peers in different countries; training program for training information retrieval skills "Infoton".

Thanks to the creation of online computer centers in different countries, such as OCLC, RLIN, WLN in the USA, ABES in France, PICA in Holland, and others, libraries do not catalog new acquisitions and do not retroconvert catalogs alone. The thing is that soon no one in the world will independently describe foreign literature - high-quality bibliographic descriptions will be borrowed from the bibliographic institutions of those countries where this literature has appeared. In the early 1990s, UK libraries agreed to coordinate efforts to microfilm their collections and preserve the microfilms they made. In parallel, a national computerized microform registry is being created and its data is transferred to the US Research Libraries Information Network (RLIN), making it available for worldwide use.

The processes taking place in the field of library services in Western countries ah, ahead of Russia in the use of ICT. The information policy of many countries of the world is built taking into account the fact that today's and tomorrow's Internet users are children and adolescents. In this regard, various programs are being developed in a number of Western countries related to connecting libraries and schools to networks, teaching young users the basics of literacy in the broad sense of the word.

Russia is at the beginning of building an information society, and children are its future participants. Today, there is not only a ubiquitous distribution, but also an extensive growth of information resources in the world and in Russia. The general trend is the development of media education and various types of literacy: information, computer and network.

Both in the world and in domestic library science, the problem of the work of libraries on the Internet is intensively discussed by specialists - theorists and practitioners of library science. However, in Russia today, the problem of developing library services for children as one of the most active potential groups of Internet users is relevant and insufficiently studied.

Another side of this problem is the ability of libraries working with children to create and make available to young people the cultural wealth they have accumulated in the form of new information resources, thus creating a "children's cyberspace" that can contribute to the development of the child's personality. At the same time, it is well known that there is a lot of information on the Internet that can harm the minds of young people. In recent years, librarians in Western countries have been extremely concerned about this problem and have been discussing various ways to solve it.

In 2000-2001, the specialists of the RSDL carried out a comprehensive study "Children's Libraries and the Internet: Problems, Development and Development Prospects". The library was seen as a social institution with its inherent tasks and functions that undergo changes dictated by the socio-cultural situation. In the course of the study, for the first time, material was collected on the work of the "leading group" - librarians from the central children's libraries - leaders in library services for children in different regions of Russia. It is these specialists who today are the carriers of innovations, with their help new strategies and methods of working with children in libraries are being developed, where new information and communication technologies are used. The results of the study indicate the growing trend of children's libraries entering the new information space. The process is going on with great difficulties, since the role of a navigator in the information flow of cyberspace requires specialists of a completely different level of competence, as well as other professional knowledge. There are problems of automation of children's libraries in Russia. Despite the fact that the rights of the child are declared as a priority, the role of libraries as guarantors of children's rights to receive information is clearly underestimated. The solution to this problem should go within the framework of targeted state programs.

Since the second half of the 1980s, significant political and socio-economic changes have taken place in Russia, which have influenced both the development of libraries and the study of their readers.

The Departments of Sociology and Psychology of the RSUL and RSDL are active in studying the reading of young readers. They develop their own programs and methods for studying children's and youth reading.

During this period, large-scale studies of reading began in the regions, primarily in Siberia, which later gave deep and interesting results.

Every year, starting from 1995, with the participation of federal and regional libraries, on the basis of their proposals, the Ministry of Culture of the Russian Federation forms a consolidated (coordinating) plan for the main library events (conferences, seminars, meetings, major exhibitions, etc.). Of the many events held in recent years relative programs of children's reading can be identified conference "Children. Book. Library" (Ivanovo, 1996), "Children's reading at the turn of the century" (Ivanovo, 1999) .

The program "Reading" ("National program for the development of reading and literacy in the Russian Federation") is a priority project in the field of culture and literacy. The first sign that broke through the fog of ambiguities on this issue was the project of the Young Russia Reading movement, published in the School Library magazine. The project is accompanied by a program article by well-known employees of the Russian State Children's Library V. P. Chudinova and E. I. Golubeva "Support for children's reading is our main task today."

The first draft of the national program "Reading" under the motto "Let's Preserve the Spirituality of Russia!" was published in the book "Reading. Society. State" (M., 2001). The goal of the Program was formulated as follows: "All-round support for Reading, the most important element of culture, a tool for increasing the intellectual potential of the nation, creative and social activity Russian society". Among the areas of action of the Program, the following areas were identified: children's reading; family reading; school reading; reading promotion; state support for book publishing, the media and print distribution.

Children's libraries are actively involved in the implementation of the ideas of the Program. Promotions, festivals, conferences swept across all regions of the country. "Schools for Talented Reading", "Workshop Readings", "Laboratories for Creative Reading", "Reading Support Centers" began to open. Public initiatives were supported by the press. A rare magazine in those years did not respond with articles about all this. (The bibliographic index "Reading Children and Adolescents" (RGDL), which reflects publications since 2001, lists more than 600 books and articles). Specific proposals for the national program "Reading" were made by the leading staff of the Russian State Children's Library and published in the collection of materials "Young Reader and Book Culture in Russia" (M., 2003). The working group of the newspaper "Knizhnoe obozrenie" also responded. Parents actively stood up for children's reading. But soon, for unknown reasons, as if by order, all this work stopped.

So, instead of the planned introduction of the position of a methodologist-organizer of extracurricular reading into the staff list of general education schools and secondary specialized educational institutions, extracurricular reading was generally removed from the school schedule. The same thing happened with the "Organization of Specialized Training of Personnel for Working with Children on the Basis of Higher Education Institutions of Culture". Instead of "organization" they carried out disorganization: in most universities this specialization was abolished. SPbGUKI eliminated the course "Family Reading". The initial task of supporting children's libraries turned out to be the closure of many of them. And the task of examining children's literature ended with the liquidation of the magazine "Children's Literature" - the only magazine in the country that professionally criticized children's literature.

In March 2006, at a meeting of the Board of the RCC, the "Concept of the National Program for the Development of Reading in the Russian Federation as a priority project in the field of culture" was presented. This concept gives the key position of the future Program - the impact of the level of reading on the competitiveness of the state as a whole, and also presents the situation in Russia and international experience in solving this problem, outlines the first steps that Russia should take on this path. It was also suggested here that funding for the state program "Reading" could be included in the budget by 2008. .

The most compelling argument for the authors of the project is the "reading crisis". Another argument is that in the national reading support programs in the developed countries of the world, priority is given to the reading of the younger generation. The main motivation dictating the need to create a state program "Reading" should be to support the culture, intellectual and creative potential of the nation. Reading in this context is not an end in itself - it is only a path to the development of the individual and the country as a whole. It is not a society of readers that needs to be created, but to revive the spiritual power of Russia through reading, to prepare the younger generation to serve higher goals.

The problem is complicated today by the unprecedented flourishing of mass culture, which generates a consumerist attitude to life. The pernicious influence of mass culture on the consciousness of the younger generation lies in the substitution of values. Save from the harmful influence of ersatz literature can only be a good book and deep, thoughtful reading.

A real breakthrough in the protracted silence around the national program "Reading" can be called scientific and practical conference"Reading and literacy - a tool for the development of the individual and society", dedicated to the XIX Moscow International Book Fair, which takes place annually at the All-Russian Exhibition Center. All intellectual Russia spoke about the need for the program, its direction, goals and objectives. The proposed private projects make up large-scale programs: the Year of the Young Reader in Perm, the Year of Reading in Buryatia, the Year of Family Reading in Chelyabinsk. The state program should be built on this foundation. The current state of children's reading in the country was outlined, the unevenness of the book space was revealed, signs of book hunger were noted. The general trend of children's reading is descending: well-readers move into the group of weak readers, and weak readers into the category of non-readers.

Among the negative aspects, the low quality of free reading of children and adolescents was noted. In the array of books, the priority place is occupied by non-socially significant literary works and low examples of popular culture. This is facilitated by market relations in the field of publishing children's literature, as well as the destruction and dilapidation of the funds of children's libraries. There is a shortage of qualified librarians working with children. The quality of the reading and information culture of readers is declining, and the traditions of family reading are disappearing. The wealth of experience in introducing children to books and reading, accumulated in the country, is not properly analyzed and generalized, and does not become the property of others. It is scattered among various collections and journals, often inaccessible to practitioners.

Many positive and promising things have been noted in the activities of children's libraries in Russia. Developments and conceptual ideas in the field of children's reading of the Ural region can be called a phenomenon of the Urals. Here, different-age models of teenage reading are being introduced into work with children. These models are aimed at the development of the personality of a growing person, the formation of the reading culture of children. The experience of creating a "nation of readers" of the Sverdlovsk Children's Library deserves attention. In children's libraries in Russia, not only individual interesting events are held. Many places have developed long-term programs to encourage children to read. For example, the program of the Leningrad ODB "Books of Childhood" is based on the principle of partnership between children and adults in reading. The projects of the Magadan and Murmansk regional libraries ("Steps of Growing Up", "Reading Family", "Reading School") are based on the relationship of children, families, schools to reading and the library; identification of reader preferences; promotion best books for children; introducing them to reading and the library. With the help of children's librarians, the book appears in parks, summer camps, "reading rooms on wheels" are organized (actions "With a book on a bench", "With a book under the arm"). This form of work has long been actively used in children's libraries in Germany and France. Competitions are held in Russian libraries creative works"It's great to read!", Reading and literary marathons, reader conferences in the traditional and online mode. Following the example of foreign countries in Russia, reading groups of preschool and junior school age. Information and psychological support programs have been created for parents, and family clubs are operating. Forms of work with teenagers are promising: discussion clubs, clubs of book friends, the movement of book culture volunteers. The RSDL participates in projects to promote quality reading and disseminates the experience of children's libraries. In 2006, a collection of materials "Projects of Children's Libraries to Support Reading" was published.

If we lay down the Western model in the program: reading technique plus text comprehension equals functional literacy, then we aim the state only at eliminating the growing illiteracy of the younger generation. This is important, but not sufficient. If we put into it the Russian model, which rises above functional literacy and is directed towards education, culture and the development of the creative potential of the individual and the nation as a whole, then its final result will be completely different. It will be a national program that meets Russian traditions and our mentality.

Many of those present at the International Seminar "Reading in the System of Socio-Cultural Development of the Personality", held at St. Petersburg State University of Culture and Arts in the last days of June 2006, drew attention to the difference in the approach to the subject under discussion between foreign and Russian specialists. Speakers from Switzerland, Italy, Finland and the USA, speaking about reading, all, as one, focused on the problem of understanding the text and the resulting technology of textual activity of schoolchildren and students. It is in understanding the text that they see the highest level reading culture. The level of understanding is taken by them as an indicator of the effectiveness of text analysis and related monitoring - tracking the progress of students in acquiring the necessary skills. As for the Russian speeches, the key words here were mainly the words "culture", "spirituality", "education". Methodical methods were also aimed at this: exercises, tasks, questions.

Such a different approach to reading also determined a different idea of ​​its role in the socio-cultural development of the individual. For Western specialists, reading is the basis for successful education, the key to informational and functional literacy of a person. With regard to schoolchildren, reading in the West is entirely put at the service of "Learn to learn." The Russian participants of the seminar, not excluding the importance of understanding the text, saw in reading mainly an educational, moral, creative mission. The difference is significant. But this does not mean that the Western model is untenable. If we discard the humanitarian component, then in the Western methodology one can find many advantages of both a conceptual nature and private pedagogical findings that are worth taking a closer look at.

For example, reading can be considered as a basic component of learning activity that ensures the student's success in all areas. academic disciplines. Without reading, there is no education. This thesis gives methodological significance to the formation of a culture of reading.

One of the important features of Western reading technologies is their active nature and orientation towards achievement and success. By teaching children to read, they are not allowed to be bored. They are included in various types of intellectual work, where one type is replaced by another. As a result, children do not get tired and enjoy such learning. The system of mental work of students, the so-called "learning reading", is developed in detail and expediently. Here - extracts, abstracts, problematic issues and recoding of the text into graphic schemes, as well as the presentation of the reader's own work, keeping diaries, compressing and expanding the text, recognizing its types, and much, much more. It is not surprising that as a result, children begin to study better, work with information, and assimilate educational material.

Also attractive in the Western technology of teaching reading is its interactive, interactive nature, in which the child is the subject of activity, and not its object. This technology provides and implements the training of speech activity, pre-text and post-text discussion of books, discussions, and thinking aloud.

And I would like to draw attention to one more positive aspect of Western technologies. Great importance European colleagues give the reader reflection, that is, his self-esteem, his reflection on what he has achieved as a result of this or that activity. In this regard, the technology called "Portfolio" plays an important role, which allows the reader to be included in the assessment of their own success.

It was not without its shortcomings. The rationalism and pragmatism characteristic of the West was fully reflected in the model. The reader is being trained as an engine of technological progress capable of taking responsibility for the creation and use of technologies of the 21st century. On formation moral qualities personality, this model is clearly not calculated.

Thus, domestic children's libraries in their activities mainly use all kinds of individual and mass forms of work. Libraries serving children abroad use various programs and projects at the national, state, local levels in their work. Recently, there has been an active exchange of experience between Russian and foreign colleagues. In Russia, various programs have recently begun to be developed, according to which children's libraries operate. The implementation of the ideas of the program "Reading", the creation of its new model should become a promising direction in the work of children's libraries in Russia.

The goal of our reading model is to raise not only Western-style intellectuals, but a humane, creative, intelligent person, a citizen of his fatherland. There is a mass of literature about the reading talent of Russian people. Of the latest publications on the education of a talented reader in a child, I would like to name the reprint of the book by L. I. Belenkaya "The Child and the Book" and the manual by E. Gutkina "Children and Poems". The Western model can serve as an addition to the traditional Russian one. It will help our schoolchildren not lose face on the subsequent international reading quality tests (PISA).

Western and Russian models of reading culture do not contradict, but mutually enrich each other. With a careful study of both, the "patchwork" consciousness that Metropolitan Kirill spoke about is overcome. Our task is not to replace the Russian model with the Western one, which is a trend, but to skillfully combine them. Information technologies need humanization, but humanization must also be linked with information technologies. The example of Western countries convinces that reading policy can be implemented through programs different levels: from national and regional to local. Departmental affiliation and the number of their participants can also be very wide and cover the areas of education, culture, book publishing; schools, libraries, publishing houses, and other organizations can be involved. Depending on the initiators and organizers of the program, it can be based on various social institutions - school, library, family.

Russian librarians, together with state and public structures, should coordinate efforts to create a national program for the protection and implementation of the rights of the child to library and information services that meet the needs of today. It is necessary to develop strategic plans and large-scale programs for their implementation. Today it is necessary to preserve the accumulated and update the content of education. Library services for children require a deeper knowledge of their psychology, taking into account social trends and demographic changes in society. A differentiated approach is needed for children who most urgently need the help of librarians, and the ability to work with such children. As well as abroad, the support of the Russian library community in the implementation of programs for children's, youth and school libraries is very important for us.

In Russia, there is a wide network of public libraries, free of charge for users. It is this social institution that is the most powerful and effective support for the reading of the population, including the younger generation.

Legislative authorities at all levels form the legal basis for the activities of libraries, ensuring the rights of people to access information. Thus, the right of children to library services in libraries different types, including in specialized children's libraries, is enshrined in the Federal Law "On Library Science" (1994) and is reflected in many regional laws.

Library (Greek bibliothзкз, from biblion - book and thзкз - storage) is a cultural, educational and scientific auxiliary institution that organizes the public use of printed works. Libraries are systematically engaged in the collection, storage and distribution of printed works to readers, as well as information and bibliographic work.

The Children's Library is an out-of-school institution whose work is aimed at educating children and adolescents, helping students to master the basics of science in depth, and fostering a culture of reading. The readers of the children's library are mainly students in grades 1-8 (7-14 years old) and preschoolers who can read, as well as leaders of children's reading. The funds of the children's library, completed taking into account the age characteristics of readers, contain socio-political, popular science, fiction, reference publications, children's magazines and newspapers, gramophone records, filmstrips and transparencies, as well as scientific and methodological literature and bibliographic publications for leaders of children's reading .

Children's libraries serve readers differently; special attention is given individual work with every reader. Various forms and methods are used in the work: exhibitions, conversations, open access for readers to bookshelves, discussions of books, literary matinees and evenings, meetings with writers, reader conferences, literary games, circles of reviewers, book friends, etc.

The first children's libraries in Russia began to be created in the second half of the 19th century. at the expense of pedagogical and cultural and educational societies, individuals (a library in Kronstadt for the children of sailors, the Berednikova library in Moscow, a children's library in St. Petersburg, Nizhny Novgorod, Perm, Chisinau, Odessa, etc.). After victory October revolution Everywhere independent children's libraries began to be created as libraries of the socialist type.

One of the initiators of the organization of this type of library was N. K. Krupskaya. She developed the principles of library services for children, the selection of books, the connection between children's and school libraries. During the years of Soviet power, the network of children's libraries grew continuously. As of January 1, 1971, there were 6,498 children's libraries in the USSR. In addition, children were served by school libraries and children's departments of mass libraries for adults, to whom children's libraries provided methodological assistance. Republican and regional children's libraries issued recommendatory bibliographic indexes for children and leaders of children's reading, methodical literature, conducted informational and reference bibliographic work. The All-Union Center for Methodological Assistance was the Lenin State Library of the USSR.

The reading development of school-age children began to attract the attention of specialists from the very beginning of independent children's libraries. The emergence of specialized libraries for children testified to the creation of prerequisites for a conceptual understanding of their activities as reading centers. On formation theoretical foundations the guidance of reading for children in the library and the family was significantly influenced by the works, in the field of bibliography of literature for children - the indexes of F.G. Toll (1869), A.E. Flerov (1905), M.V. Sobolev (1903) and other editions.

A kind of center of library and bibliographic work was the children's library of M.V. Berednikova in Moscow. The activities of this library had a great influence on the development of the theory and methodology of reading guidance.

In accordance with the Federal Law of the Russian Federation "On Librarianship", children have the right to use public, specialized children's and school libraries. Specialized children's libraries can be:

State libraries with the status of a legal entity: republican, regional, regional children's and youth libraries (hereinafter referred to as the central regional libraries);

Municipal libraries with the status of a legal entity (central library and branches);

Structural subdivisions (branches, departments) of other libraries and library systems, mostly public ones.

The network of children's libraries in Russia makes it possible to organize a system of library services for children at all levels: from federal to the level of a rural settlement.

The following long-established models operate in the cultural sector:

1. Federal level.

The Federal State Institution of Culture - the Russian State Children's Library - forms, stores and provides users with the most complete collection of domestic and foreign literature for children; is a research, scientific, methodological and information center on the problems of children's reading and library services for children in the Russian Federation.

Main users: children and leaders of children's reading; children's libraries of the subjects of the Russian Federation; central libraries of municipal children's systems; other libraries serving children.

Main tasks: providing Russian libraries serving children with scientific and methodological assistance; conducting research on children's reading, information needs of users and library services for children; coordination of the work of children's libraries in Russia; development of new forms of library services for children.

The Russian State Children's Library is a legal entity that operates in accordance with the Charter approved by the founder - the Government of the Russian Federation.

2. The level of the subject of the Russian Federation.

Republican, regional and regional children's and youth libraries. The main users are children, reading leaders, children's and other libraries serving children.

All children's libraries of the constituent entities of the Russian Federation, in accordance with federal and regional laws on librarianship, perform the functions of central libraries:

Formation, storage and provision to users of the most complete collection literature for children and adolescents within the service area;

Organization of mutual use of library resources;

Providing methodological assistance to all libraries of the region serving children, conducting scientific research in the field of children's reading.

Central children's libraries of the constituent entities of the Russian Federation should position themselves as genuine research centers for the study of children's reading and children's literature, centers for monitoring library services for children and the dissemination of reading among the children's population; centers coordinating the activities of various institutions and organizations dealing with the problems of children's reading; as an information base for authorities in order to develop an optimal childhood policy.

The main tasks of the central children's (children's and youth) library of the subject of the Russian Federation:

Search and testing of new forms of user service;

Carrying out major regional campaigns to distribute books and reading;

Full-fledged formation of the fund, including publications in various formats and on various media, its regular updating and provision;

Preservation and development of a unified system of library services for the children's population, scientific and methodological support;

Conducting research in the field of children's reading and information needs of users;

The introduction of new information technologies in the organization of reference and bibliographic and library and information services for children in the region;

Strengthening and development of corporate and interdepartmental relations.

3. Municipal level.

Municipal children's libraries, municipal children's library systems (MSDL), municipal children's and youth libraries, associations of children's and school libraries with the status of a legal entity.

Main goals:

Organization of library services for children in accordance with their gender, age and psychological characteristics; creation of an environment for the development of the child's personality, contributing to the satisfaction of his educational needs; organization of leisure and communication, as well as library services for reading leaders;

Formation of a literature fund for children and leaders of children's reading, including documents in various formats and on various media: books, periodicals, audiovisual and electronic documents;

Preservation and development at the municipal level of a unified system of library services for the children's population.

Municipal children's libraries serve the children's population of the territory, have the opportunity to provide all library services, conduct various activities to promote books and reading. Their development should follow the path of strengthening independence, informatization of all processes, inclusion in corporate and local city interdepartmental information systems, establishing intersystem and interdepartmental exchange of documents and information, coordination and cooperation of MDBS activities with public and school libraries of the city, other institutions and organizations.

The Guidelines for Children's Libraries in Russia (hereinafter referred to as the Guidelines) contain the basic principles, regulations, norms and rules for organizing the activities of public libraries serving children; indicators of their activities (at the federal, regional and municipal levels), which are recommended by the Russian Library Association (RLA) in order to preserve, develop and improve library services for children in the Russian Federation.

The modern children's library implements in society the mission of supporting and presenting the experience of a new generation of children to culture. In the system of institutions for children, the children's library confirms its uniqueness in solving the problem that I.S. Kon presents both the problem of continuity and renewal of culture, the problem of intergenerational transmission of culture. Reading is one of the areas of a child's activity that ensures his development, education, and socialization. The history of children's reading is equally the history of attitudes towards the reading child - the history of interaction between children and adults in culture.

The children's library, as a form of collective memory, preserves and creates a system for passing on traditions to new generations. Along with this, the children's library acts in the modern cultural situation as a presentation environment for the activities of the new leaders of culture - children. The children's library, as a living, developing organism, becomes more complex in order to become not only an adaptive, but also an innovative environment. Children need an open plastic sphere, where there is the possibility of independence, freedom and creativity. The children's library not only offers models for choosing values, but also creates conditions for experimentation in mastering new ways of interacting with the outside world.

Currently, children's libraries attract children and teenagers. First of all, they provide information, including secondary-documentary level information. Printed sources contained in the universal collections of public libraries provide a wide choice of authors, types and types of publications. They provide versatile reading. The library is the only non-partisan institution that is called upon and able to present to the interested (through its materials) various points of view, different approaches, theories, concepts, systems of views on a particular object, phenomenon, event. This is their (libraries), so to speak, pluralistic essence.

Libraries not only provide users with information about books and other printed (and not only) materials. Having modern means of searching and delivering information, as well as the professional ability to carry out this search with simultaneous analysis and selection, they have long been doing this not only on the basis of their fund. One of the main directions of work of each children's library is assistance in the formation of information and library-bibliographic culture of the reader. The organization of the fund, the reference and search apparatus, consulting support not only in the search, but also in the development of information - everything is aimed at ensuring that from childhood the foundation is laid for competent work with a book, with a text, starting with understanding the purpose of reading and correlating the method of use with it information. This is work of strategic importance, it is aimed at preserving the traditions of the book culture of our society. The development of new information technologies by libraries, providing users with access to an electronic catalog, to documents on electronic media (encyclopedias, educational programs, etc.) makes a modern library especially attractive to a child and teenager.

In children's libraries, a variety of methods are used to attract attention to the book, to reading, taking into account age and gender, as well as individual features its visitors, sometimes adapting both school and club forms of work.

Among the most significant activities for the dissemination of books and reading, to help form the reading culture of children and adolescents, the following should be mentioned:

· Annual celebrations for young readers "Children's Book Week", during which meetings are held with writers and illustrators, journalists and publishers, presentations of new books and magazines;

· National and international exhibitions of children's books;

· Exhibitions of works by children's book artists;

· Reading competitions, conferences, tournaments of connoisseurs; child support programs literary creativity: literary and art studios, circles of young illustrators, associations of young journalists; contests for the best handwritten book, etc.;

· Programs to involve other social institutions (families, schools) and the population in solving the problems of spreading reading among our younger citizens. For example, the original project of the Rostov Regional Children's Library "Volunteers of Book Culture".

The library should not perform the functions of a literary archive only for a narrow circle of specialists and readers, therefore rare documents are archived in electronic form (photographs, manuscripts, relics), while the originals are transferred to the TsGALI and or returned to the personal archive of the writer. The Foundation receives full-text documents (stories, memoirs, testimonies), audio materials (radio broadcasts, interviews), photographic documents, copies of manuscripts.

The fund of the children's library is universal. The Children's Library provides access to a wide range of documents in a variety of formats (books, periodicals, audio-video documents, electronic documents, CD-ROMs, DVDs, databases, including Internet databases). It should contain, along with documents, educational games and toys. The document fund of the children's library must meet the criteria for selecting the highest quality literature and other documents for children and at the same time reflect the diversity of opinions and points of view that have developed in society. The children's library should not contain materials that promote hostility, violence, cruelty, pornography. The selection criteria are formulated and fixed in the normative documents of each library. These criteria are developed on the basis of the reference bibliography, literary criticism, recommendations of specialists in the field of children's reading and children's literature, taking into account the opinions of members of the Council on the acquisition of each library. The main criterion for the formation of funds for children's libraries is to meet the needs of a growing personality, ensuring its intellectual, spiritual, educational and other needs.

The development of a modern children's library is impossible without interaction with children. The purpose of such mutual influence is to create a space where the independence of creative behavior will be associated with the development of already created images of the world and the choice of new ways of understanding the world. Children and adolescents need an environment of contemplation and consciousness of such creativity, an environment where communication with peers and adults encourages development. The space of the children's library opens the child as a leader of culture, creates for him a starting position for mastering and appropriating events in culture. These properties make it possible to express the unique nature of the children's library itself as an event in contemporary culture.

The children's library is at the same time a space "between" the student and culture, ensuring their interaction. A space that accumulates the consequences of the student's activities in culture. A space that presents the student with his value as a cultural figure in the process of generating ideas about himself, producing meanings.

Let's use the definition given by P. Florensky "Space is not only a uniform structureless place, not a simple graph, but itself - a kind of reality, thoroughly organized, having internal order and structure."

The space of the children's library is a reality of fundamental culture, stored for the new generation in bookstores and electronic publications. An episode or a system of interaction with a given reality creates spheres for the reproductive or creative activity of children in culture.

The modern children's library, in order to be an environment for the acceptance of children - figures (subjects) of society, is comprehended as a modern institution operating in culture. The conditions for the child's interaction with culture and the conditions for its perception have changed, so the children's library today attracts attention with its position, it seeks to be located on the border of different types of cultures. At the same time, as an open and plastic system, it allows the modern child to discover “points” of transition, overflow, coexistence and conflict between cultures and their subjects. A schoolchild, reading and not reading, in the space of a children's library experiences a dialogue in culture, which is especially important in a transitional period.

The children's library accepts the ideas of a new generation of readers, creates conditions for their implementation, development, and reflects their significance.

So, the modernity of the children's library allows us to talk about two important aspects of its activities. Create and save in the children's library cultural heritage and its presentation on various media (audio, video, electronic and book) in the system of modern values. The library stores, conserves and at the same time reveals cultural events through a certain stream of documents. Along with this, it models new systems of interaction with electronic media and in the electronic environment, at the same time promoting the priorities of attitude towards book publications. The Children's Library is ready to accept and support the experience of the worldview of the modern child, who develops in different conditions.

Director of the Duvan CBS

Bulatova L.A.

Mesyagutovsky regional children's library

MBUK "MTsMB" Duvansky district for 2015

Monthly 2015

1.Goals and objectives of the children's libraries of the CLS……………………..….................3

2.Library service for children………………………….……………..4

3. Indicators of the activities of children's libraries………………………….5-7

Analysis of relative and quantitative indicators………............................7-8

The main areas of work for children's libraries:

Patriotic and legal education of personality, work with difficult children …… .. ...........................................................................................................................................................................................

- moral and aesthetic development of the individual……………………….20-26

- local history activities libraries…………………………….…27-30

- work with children in the summer…………………...…………………..30-34

- book – family – library…….…………….................................................. .....34-36

-to the year of culture…………………………………………………………36-38

-ecology………………………………………………………………………38-40

Children's Library Resources

A. Library collections. Acquisition. Movement: incoming and outgoing. The degree of renewal of funds. Fund of periodicals, titles, copies for children. Foundation organization………...40-42

B. Informatization and electronic resources of children's libraries……………………………………………………………………..…42

B. Material and technical base. Building. Occupied

premises………………………………………………………………...…….43

D. Staff of children's libraries…………………………………………..…..43

6. Information and bibliographic activity………………………………………………………………………………………………………………………………………………………………………………………………….44-45

7.Scientific-methodical and research work………..45-50

8. Analysis of library services for children in the municipal district. Conclusions and suggestions……………………...50-51

Appendix No. 1 - "Passport MRDB"……………………...................... 52-55

Appendix No. 2 - "Passport of the Duvan Children's Library"……….56-59

Appendix #3–

Application No. 4 -

GOALS AND OBJECTIVES OF THE CLS CHILDREN'S LIBRARIES.

Tasks dictated major events in the life of the country:

Support and promotion of reading as an essential element of culture, a source of

spiritual education, intellectual enrichment and creative activity of the younger generation.

To strive to raise the status of books and reading, libraries in society, in the family, among various categories and youth, disabled children, children from low-income families, difficult teenagers who do not read, etc.

To form an interest in reading as an amazing creative process, revealing reader preferences, the development of literary and artistic creativity of children and youth.

Encourage visits to libraries, starting with kindergarten and first grade, as well as through parents. We created an atmosphere of cooperation between librarians, teachers, children and their parents in the library.

We celebrated the Year of Literature with events.

Tasks dictated by events in the life of the republic, district:

Actively use the springs of folk culture, identity, wisdom of their people.

To educate national self-consciousness among their readers by promoting books by Bashkir writers, books about native land, its history, current situation.

Tasks caused by the peculiarities of the work of the library:

We continued to study, clean up the fund, and preserve it.

We used subscription editions in our work and saved them, worked on card indexes and catalogs, effectively using them in our work.

They brought up the culture of reading students, updated library lessons according to the program "Fundamentals of Library and Bibliographic Knowledge".

The fund was completed with the best literature on leading topics and areas of work.

Achieved 100% coverage of children in library services and at least 60% in systematic reading.

We actively worked with a large group of readers - future teachers and educators studying at the Pedagogical College.

We worked with readers - parents to help raise the reader's child.

They promoted the library, covering their activities in the local press, on the Mesiagutovo Children's Library page "VKontakte".