Knjižnice na osnovnih šolah s prilagojenim programom : magistrsko delo s prilogami na CD ROMu

Pipan, Anja (author), Vilar, Polona (mentor)

V Sloveniji je 28 osnovnih šol s prilagojenim programom. V njih se izvaja izobraževanje otrok z različnimi motnjami v duševnem razvoju. V magistrski nalogi je predstavljena dvodelna raziskava, ki smo jo izvedli z uporabo spletne ankete. V prvem delu smo pripravili pregled sedemnajstih šolskih knjižnic glede na uporabnike, gradivo, knjižničarja, prostor, opremo ter sodelovanje s splošno knjižnico. Večinoma gre za majhne knjižnice, z manj kot 100 uporabniki. V njih zaposleni knjižničarji delajo najpogosteje tudi kot učitelji. Knjižnice imajo prilagojeno gradivo, ne pa tudi posebne tehnologije. V drugem delu smo preučili sodelovanje knjižničarjev in učiteljev. Znano je, da ima sodelovanje učiteljev in knjižničarjev pozitiven vpliv na učence, zato nas je zanimalo, kako je s sodelovanjem pri delu z učenci s posebnimi potrebami. Preučili smo pogostost in pobudo za sodelovanje pri posameznih dejavnostih ter mnenje o različnih dejavnikih, ki vplivajo na sodelovanje. Na anketo se je odzvalo 15 knjižničarjev in 46 učiteljev. Ti najpogosteje sodelujejo mesečno ali letno pri enostavnejših dejavnostih, kot so izbor gradiva za pouk in lastno uporabo ter odločanje o nakupu gradiva. Pri pripravi in izvedbi pouka učitelji najpogosteje sodelujejo z drugimi učitelji. Velik delež odgovorov kaže, da pri posameznih aktivnostih sploh ni sodelovanja. Oboji zase menijo, da so oni pobudniki za sodelovanje. Sodelovanje običajno poteka v skupini knjižničarja in vsaj dveh učiteljev. Najpogostejše ovire so nepripravljenost, negativni medsebojni odnosi ter pomanjkanje časa, kljub občutku, da vodstva šol sodelovanje podpirajo in da ima to pozitiven vpliv na uspeh učencev. V prihodnje si želijo enako ali več sodelovanja.

• Language: Slovenian
• Keywords: šolske knjižnice, osnovne šole s prilagojenim programom, otroci s posebnimi potrebami, učenci, posebne potrebe, učitelji, uporaba knjižnice, magistrske naloge
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [A. Pipan]
• Year: 2016
• Number of pages: 115 f.
• PID: 20.500.12556/RUL-81708
• UDC: 027.8:376(043.2)
• COBISS.SI-ID: 59905122
• Publication date in RUL: 28.04.2016

PIPAN, Anja, 2016, Knjižnice na osnovnih šolah s prilagojenim programom : magistrsko delo s prilogami na CD ROMu [online]. Master’s thesis. Ljubljana : A. Pipan. [Accessed 17 May 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=81708

Secondary language

• Language: English

Abstract

In Slovenia there are 28 primary schools with special curriculum. They carry out the education of children with various mental disabilities. The thesis presents a two-part survey, which was conducted using an online survey. In the first part, we have prepared an overview of seventeen school libraries relative to the user, material, librarian, space, equipment, and cooperation with the public library. These are mostly small libraries with fewer than 100 users. Their librarians are most often working as teachers. Libraries have adapted the material, but not the specific technology. In the second part we examine the collaboration of librarians and teachers. It is known that the collaboration of teachers and librarians have a positive impact on students, so we were interested in collaboration in the work with students with special needs. We have examined the frequency and initiative to collaborate in various activities and views on a variety of factors that affect collaboration. The questionnaires were answered by 15 librarians and 46 teachers. They usually cooperate monthly or yearly with simple activities such as the selection of materials for teaching and their own use and to make decisions about purchasing materials. For preparation and implementation of lessons teachers most often cooperate with other teachers. A large proportion of responses suggests that no cooperation occurs in individual activities. Both believe for themselves that they are the initiators of cooperation. Cooperation is generally carried out in a group of librarian and at least two teachers. The most common barriers are the unwillingness, negative peer relationships, lack of time, despite feeling that school leaders support cooperation and that this has a positive impact on students' performance. In the future they want equal or greater cooperation.