"not enough to have a good background, optimal conditions of space and resources to perform more lively cultural promotions. If the objective is not clear, and if you do not have the technical capability to do this, create situations that stimulate the imagination of the user, the library will remain, in fact, a collection of books with more additives that alter the situation somewhat.
The school librarian is not a neutral technical (...) The way they interact with their users, the priorities set in the embodiments, the stimulus that provides interest groups, the assistance provided to certain movements school, given the profile of professional activity. "
The school library should design programs that invite students to attend to the library and these programs need to provide reasons for reading:
The library within the school has to be known as a different space that has plenty of materials and resources which can be read freely.
The library should make known his writings and resources.
The library has to teach strategies for learning to find and use information, based on their reading goals.
The library should teach students to enjoy reading it everyday activities show that literary texts have meaning for him.
Ultimately, the goal is to make it effective, according to a program Reading established with the team of teachers. Now, with this dynamic of the school library that aims to make it a useful tool in the service of the school community must also design activities to promote the pleasure to read, ie, activities that are traditionally called " to encourage reading. "
The term "animation"
For teachers, especially for secondary education, the promotion of reading word has a pejorative sense. On the one hand, it imposes on them the sense of the word animation and, secondly, the question on the direction of the same. What kind of literature are encouraged to read? The animation appears well linked to the notion of activities (many activities) made for young children, linked initially to the public library or the socio-cultural field. Some scheduled activities, away from the curriculum objectives and intended to pass the time. And this view has been reinforced by the accumulation of negative experiences in which reading animations have not been integrated into the planned interventions of teachers and therefore have lacked presence in the usual ways of teaching.
These activities leave no trace when they enroll in programs with objectives and evaluation.
The relationship established between the terms "encourage reading", "pleasure reader" and "freedom of choice", can lead to the conclusion that encourage reading and animation has too little reading.
On the other hand, the traditional object animation, children's literature, is rarely incorporated meaningfully in the classroom. Although this literature circulated informally in the institutes, was relegated at best to the school library.
For primary school teachers and kindergarten, the term is less problematic. Formal education can afford even a link to the game, and children's literature is a clear appeal definitively incorporated into the schools to promote reading. Even without any school library teachers prepare such activities in the classroom. We can define
encourage reading and the resources put in place to:
- stimulate interest, enhance a sensitivity, openness of mind. All this paves the way for reading. In turn, the book enriches the expression. The child more closely appropriates a discovery if you can interpret in their own way, speak in their own way, live in the manner that suits you: action, word, color, sound, movimientos.6 Make
- living and existing writing and understanding how it works.
- help the reader understand better.
- Implement a set of successive and systematic actions of diverse nature, designed to awaken and strengthen the interest in reading materials and daily use, not only as informational or educational tools, but as sources of entertainment and placer.7
- foster closer to children and youth to the holdings in the libraries.
- Explore possibilities The media are acting as allies to promote reading.
- encourage the exchange of information and discussion about books.
These resources could they apply to both the "official literature" as the formal?
have to consider whether they can establish common relationships between literature "official" school programs that offer secondary education focused on the national literary heritage and the funds of the school library, very diversified in terms of gender and cultural backgrounds (literature foreign) and contemporary, designed to appeal to the concerns and the challenges of the readers to whom it is addressed.
The following table illustrates this idea for some objectives of the area in secondary education. OBJECTIVES
ANIMATION ACTIVITIES
- harmoniously
- Use expressive resources, both linguistic and nonlinguistic in communicative exchanges own direct relationship with others (dialogue, discussion, argument, debate ...). Meetings with authors
- Book Launches
- analyze, comment on and produce oral and literary texts written from personal positions critical and creative. Writing activities
- Recognize and analyze the elements and characteristics of the media (newspapers, radio, tv.) Developing critical attitudes to their messages and assessing the importance of its manifestations in contemporary culture. Animations from the media
- Read to learn
- Read to communicate
- Read for fun
Addressing different demands:
- Children's literature
- classical and modern literature
- Comics & Albums
- Books
- information
Newspapers and magazines
Videos Music
- Computer Programs
Reading is an evolving learning. The continuous learning of reading in the school library the place to develop.
The education team committed to the practice of reading and writing, including librarians, must find, based on educational projects, the most appropriate ways to promote reading, so-called utilitarian as reading for pleasure, which provides enjoyment and enjoyment to the reader.
Sources: http://formacionprofesorado.educacion.es/index.php/ca/materiales/materiales/36-bibliotecas-escolares-uso-didactico-y-gestion
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