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Sodelovanje šolskega knjižničarja in svetovalnega delavca pri izvajanju biblioterapije : magistrsko delo s prilogami na CD-ROMu
ID Fifnja, Barbara (Author), ID Vilar, Polona (Mentor) More about this mentor... This link opens in a new window, ID Zabukovec, Vlasta (Co-mentor)

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Abstract
Magistrsko delo v uvodnem delu najprej predstavi pojem biblioterapija, predstavi zgodovino, uporabo biblioterapije ter jo umesti v šolsko izobraževalno okolje. V navezavi na to sta predstavljena pojma bibliosvetovanje in bibliopreventiva, ki sta za šolsko okolje bolj primerna izraza, saj se v šoli ne izvaja terapija v terapevtskem pomenu, temveč se knjižničarji, učitelji ter ostali zaposleni ukvarjajo z učenci in dijaki, ki so duševno zdravi posamezniki. Bibliopreventiva je način vodenega in načrtovanega dela s skupino učencev/dijakov in stremi k temu, da učenci/dijaki skozi razprave po prebranem literarnem delu prihajajo do različnih spoznanj, utrjujejo samozavest, krepijo lastno vrednost, razvijajo veščine komunikacije in s tem posledično začnejo tabuizirane teme dojemati drugače. O preventivi nasploh lahko v šolstvu govorimo zato, ker namesto problemov v ospredje postavljamo razvoj. Pomembno je, da pridobijo občutek pripadnosti, zaupanja, da je njihovo mnenje pomembno ter da so sprejeti takšni, kot so. Kot posebno obliko dela z bralci pa jo lahko vodi tudi šolski knjižničar, ki z dobrim poznavanjem knjižnične zbirke lahko pomaga izbrati kakovostno gradivo, sodeluje na srečanjih kot eden izmed strokovnih sodelavcev v timu in usmerja pogovore o prebranem. Šolski knjižničar mora kot dober poslušalec in opazovalec v primernem trenutku ustrezno prepoznati težave in potrebe uporabnikov, jim ponuditi ustrezno pomoč, ne sme pa vsiljevati rešitev. Posameznike mora spodbujati, da sami ozavestijo težave in spoznajo, da niso edini, ki se soočajo z raznovrstnimi problemi ter da so le-ti rešljivi. Empirični del naloge predstavlja, s pomočjo spletne ankete, pridobljene podatke o sodelovanju šolskih knjižničarjev s svetovalnimi delavci in drugimi zaposlenimi pri izvajanju biblioterapije. Rezultati so pokazali, da večina šolskih knjižničarjev ne izvaja biblioterapije pri svojem delu, ker se za tovrstno delo čutijo nekompetentne in želijo še mnogo izpopolnjevanj in izobraževanj, da bi začeli verjeti v svoje sposobnosti in zaupati v svoje delo.

Language:Slovenian
Keywords:biblioterapija, šolske knjižnice, šolski knjižničarji, šolski svetovalni delavci, bibliosvetovanje, bolonjske magistrske naloge
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Year:2016
Publisher:[B. Fifnja]
Number of pages:89 f.
UDC:027.8:[028.8:615.85](043.2)
COBISS.SI-ID:61809762 This link opens in a new window
Publication date in RUL:16.09.2016
Views:1349
Downloads:645
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Secondary language

Language:English
Abstract:
In the introduction, the Magister Thesis first introduces concept of bibliotherapy, history and her use, and placed it to school educational environment. In the following, bibliocounseling and bibliopreventive are introduced as a concepts, due to a more suitable terms for the school environment, as therapy in school is not implemented in ''medical way'' because librarians, teachers and other employees are dealing with mentally healthy individual students. Bibliopreventive is a guided and planned method used with a group of students. After reading their literary work, it involves looking foward to meeting students for discussions, about how they came to a different understanding, about trying to be more confident and keeping their own value and communication skills. As a result of this, they are trying to see tabooed problems from a different perspective. In education, we can generaly talk about prevention, because instead of problems we are giving priority to development. It's important for them to gain a sense of belonging, trust that their opinion counts and that they are accepcted just the way they are. As a special form of work with readers, it can also be lead by a school librarian who has good knowledge of library material and is able to select quality material, participate in meetings as one of the professional worker in the team and direct discussions on read. A school librarian, as a good listener and observer, has to recognize difficulties and users needs in an appropriate time and offer appropriate assistence, but he can not not impose a solution. Inviduals have to be encouraged, to make themselves aware of the problem, to realize that they are not the only ones with difficulties and that only those are solvable. In the second part of Magister Thesis, we gain through online surveys, information about cooperations between school libraires, counsellors and other employees using bibitherapy. Unfortunelly, most school libraries do not using bibliotherapy in their working position, due to a incompetence. They want many advanced training courses to start to believe in their capacity and start to trust in their work.


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