A children's library is a special world. Children come here not only to buy books and magazines, to write an essay or prepare a message, but also to plunge into the special, incomparable atmosphere of a book space, warmth, comfort and communication.

Our library is well known to several generations of Izmalkovites. Its history is inextricably linked with the history of the region. In the 50s of the last century, due to the growth of the child population, the need arose for specialized services for child readers. A children's department was opened in the central library, which occupied a small corner in the teaching room. In 1953, two rooms in the SHT office were allocated for the children's library, where it existed until 1956. Its head at that time was Anna Mikhailovna Saprykina. It was in working with children that she found her calling, as she had an amazing gift for understanding a child and finding an approach to everyone.

In the same year, the culture department bought a standard Finnish panel house, which was installed on Proletarskaya Street. Small and cozy, located away from the noisy Lenin Street, it resembled a small fairy-tale tower. The room consisted of only two rooms, the heating was stove, but there was such a cozy atmosphere that readers came here with great desire - up to a hundred people a day! The book stock was small, so there was often a real queue for books. And due to the lack of space in the room, those waiting even had to stand in the corridor or on the street.

From 1962 to 1978, the children's library was headed by Valentina Ivanovna Dremova, a librarian by vocation. She enjoyed well-deserved respect from children, teachers and parents. All her activities were aimed at instilling in them the need for books and daily reading.

As the years passed, the library building fell into disrepair. It no longer met the requirements of the new time; there was an urgent need to expand the material and technical base. Thanks to the organizational talent and creative initiative of the new director of the Central Regional Regional Hospital, Valentina Andreevna Drokina, in 1987 the culture department decided to reconstruct the building.

Over its 60 years, the library has grown from a “teremka” into a large and beautiful House of Children’s Books. “This is the Book House,” parents explain to young children who, passing by, involuntarily pay attention to it. There is a fabulous fly agaric mushroom at the entrance to the library and warmly greets all guests. A huge, but not at all scary spider weaves its magic web between two mighty thujas, a wise owl - a symbol of the library - invites the children to sit on a bench under a cozy canopy and read. Among the colorful flower beds, it is impossible not to notice a small “lake” with a family of storks, and honey mushrooms perched under a spreading birch tree. Kids love the horse grazing on the lawn and are happy to take pictures riding on it. Yellow sunflowers behind a fabulous fence coexist with beautiful palm trees, and right next to the porch, as if straight out of the pages of “The Tale of Tsar Saltan” by A.S. Pushkin, sits a wonderful squirrel.

Entering the library, you immediately find yourself in the world of fairy-tale characters; bright, colorful and relevant exhibitions of books and magazines always delight readers. Today we - the head of the library Elena Gennadievna Trubitsyna, the subscription librarian Irina Vasilievna Logacheva, the reading room librarian Vera Alekseevna Tokareva - warmly welcome the children, inviting them into our magical world. The Book always remains an unshakable and enduring value for us, librarians, but we always try to adjust and modify the forms and methods of its promotion, adapting to the rhythm of modern life.

Our library works in several areas, the main ones being environmental education, developing interest in the history of the Fatherland and local history, moral and patriotic education. Book exhibitions, literary tournaments, quizzes, play trips, theatrical performances, electronic presentations - all this and much more allows us to reveal to every child the richness of the Russian language, Russian history, the originality and uniqueness of Russian culture and literature, and show the originality and beauty of our native nature.

Today, a children's library is not just a place where books are stored and given out to children, it is a real warm home in which attentive, experienced librarians are waiting for everyone, united in their desire to assist in the selection of information. Our library is 60! And even though information technology has slightly displaced the book, this is an objective reality. But, as you know, times don’t choose; the main thing for us is not to get lost, not to miss new opportunities in order to move forward.

We were lucky enough to work in a children's library, this gives us the opportunity to be a little children, because the BOOK and our little readers are always with us. And we say with confidence: “The children's library is us!” That's right, with a capital letter! Just like Reader, Book, Reading and Childhood...

E. TRUBITSYNA,

Head of the children's department of the Izmalkovo Intersettlement Library.

Children's library as a special type (type) of library

Currently, a network of children's libraries is actively operating in Russia. It is a separate social institution that enjoys effective support from the children's part of the population.

Absolutely all legislative bodies formulate the fundamental rules of law for the operation of libraries, ensuring people's rights to access information. Thus, according to the Federal Law “On Librarianship” (1994), the right of children to library services in libraries of various types, including specialized children's libraries, is secured.

Library (Greek bibliothзкз, from biblion - book and thзкз - repository) is a cultural, educational and scientific auxiliary institution that organizes the public use of printed works. The tasks of the library are to collect, organize, store and issue printed publications to readers. Responsibilities also include information and bibliographic work.

The children's library is considered as an out-of-school institution that promotes the education and training of schoolchildren. The library serves to assist in the deep mastery of science, fostering a reading culture and connecting children and adolescents to literature. The main category of children's library readers are students in grades 1-8, children from seven to fourteen years old. There are also preschoolers who are familiar with the alphabet and master the basics of reading and teachers of primary schools and preschool institutions.

The children's library collections, compiled taking into account the age characteristics of readers, contain socio-political, popular science, fiction, reference publications, children's magazines and newspapers, records, filmstrips and slides, as well as scientific and methodological literature and bibliographic publications for children's reading leaders .

Working with children has its own specifics, and attention needs to be paid to each reader. To attract children's interest in the library, various forms and methods are used: exhibitions, conversations, open access for readers to bookshelves, book discussions, literary matinees and evenings, meetings with writers, readers' conferences, literary games, circles of reviewers, friends of books, etc. .

A children's library also serves to pass on traditions to a new generation. A children's library can be compared to a living organism that develops and becomes not only an adaptive environment, but also an innovative one. Children need a flexible environment to express their creativity and independence. The children's library provides an opportunity to experiment in mastering new ways of interacting with the outside world and offers models of values.

The library attracts children and teenagers, opening up to them a world full of information, including secondary documentary information. The collection of public libraries provides a wide selection of publications and authors, which ensures the satisfaction of diverse interests and the diversified development of the child. The library is the only non-partisan institution designed and capable of presenting to those interested (through the materials it has) different points of view, different approaches, theories, concepts, systems of views on a particular subject, phenomenon, event. This is their (libraries), so to speak, pluralistic essence.

Modern libraries, using new technologies, have access not only to printed publications in their collection, but also to rare publications, printed and non-printed. One of the main directions of work of every children's library is assistance in the formation of information and library-bibliographic culture of the reader. The organization of the fund, a reference and search apparatus, consulting support not only in searching, but also in mastering information - everything is aimed at laying the foundation for competent work with books and texts from childhood, starting with an awareness of 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 and documents on electronic media (encyclopedias, developmental programs, etc.) makes the modern library especially attractive for children and teenagers.

Taking into account the unique characteristics of children's library subscribers, various forms of work are used to attract attention to the book. Sometimes school, club methods. Traditional events that are used to attract the attention of young readers have already taken root in children's libraries. It has already become customary to hold the annual event “Children’s Book Week,” which includes meetings with writers and illustrators, journalists and publishers, and presentations of new books and magazines. Every year there are · National and international exhibitions of children's books, · exhibitions of works by children's book artists.

Reading competitions, conferences, tournaments of experts are regularly held, to attract children to creativity - literary and art studios, clubs for young illustrators, associations of young journalists, competitions for the best handwritten book, etc.

Parents and teachers are actively involved in the problems of spreading reading among children.

A library cannot be equated to a literary archive, which serves a narrow circle of readers. Rare documents are archived electronically, and the originals are transferred to the archive for storage. The library collection receives not only text documents, but also full-length audio materials (radio broadcasts, interviews), as well as photographic documents and copies of manuscripts.

The children's library collection 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 collection of a 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. When compiling a collection of children's literature, it is necessary to exclude materials that promote hostility, cruelty, violence, pornography and harshness. Each library has regulatory documents that clearly formulate the rules for selecting materials for the collection. These criteria are developed on the basis of data from the recommendatory 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 for acquisition of each library. In the process of forming a children's library collection, materials are checked for compliance with criteria that take into account the needs of the individual, ensuring his intellectual, spiritual, educational and other needs.

A children's library can be compared to a bridge that connects a child with culture and provides them with interaction. A space that accumulates the consequences of a student’s activities in culture. A space that demonstrates to the student his value as a cultural figure in the process of generating ideas about himself and producing meanings.

Let us use the definition given by P. Florensky: “Space is not just a uniform, structureless place, not a simple graph, but itself a unique reality, thoroughly organized, having internal order and structure.”

A modern children's library, in order to be an environment for the acceptance of children - figures (subjects) of society, is conceptualized as a modern institution operating in culture. The conditions for a child’s interaction with culture and the conditions for its perception have changed, so the children’s library today attracts attention due to the peculiarity of its position; it strives to be located on the border of different types of cultures. At the same time, as an open and flexible system, it allows the modern child to discover “points” of transition, flow, coexistence and conflict between cultures and their subjects. A schoolchild, reading and non-reading, in the space of a children's library experiences experiences of dialogue in culture, which is especially important in the transition period.

In a modern children's library, two aspects of activity are clearly distinguished: the creation and preservation of cultural heritage. It can be stored on audio, video, electronic and book media. The children's library provides access to cultural events by storing and conserving documents. The library simultaneously models new possibilities through interaction with electronic media and promotes the meaning and values ​​of book publications. Everything in the world is interconnected, and it is natural that the library cannot stand aside and reject the experience of understanding the world.

And now the term “propaganda” of a book is replaced by “popularization,” and “nurturing a reading culture” by “instilling an information culture.”

Each library, over the years, has created long-term and short-term plans. She set herself certain goals and objectives. Nowadays, it has become “fashionable” to define the “mission” of an organization, and the library is no exception.

It is the mission that allows you to demonstrate to the public 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. Self-awareness of the library staff, a realistic understanding of their strengths and weaknesses is one of the conditions for finding their place in a specific situation.

Along with the passage of time, the directions of work of children's libraries have changed, and the goals and objectives set for library staff have become more complex. The team knew that their task was to ensure the rights of children to free access to information, library and information services and provision of services in accessing the fund. The library has one of the main roles in educating educated, socially active young members of society, who will further ensure the progress of the nation. The main task, which is of fundamental importance in the development of society, is to develop and support children’s desire for knowledge and reading. Our nation is a reading nation, and a reading nation, in turn, is, first of all, reading children. The library is engaged in attracting children and adults to read together.

Defining the mission, the library is assessed as a gateway to the world of information without borders, which is designed to teach children to work with virtual information, evaluate and analyze it.

Nowadays, the younger generation is divided into readers and non-readers, regardless of social stratum; rather, the division is becoming a phenomenon of a universal order. This is partly due to the processes of democratization taking place throughout the world. The development of book culture for children and youth created by society and the state, its dissemination has largely forced the adult population of the planet to understand the intrinsic value of such a period of life as childhood and adolescence.

In recent decades, the problem of youth literacy has again become relevant, and the state and the adult generation need to encourage children who show an interest in reading. Attract new members to reading circles. Open up all the possibilities of literature.

Modernity does not treat literature as a pedagogical tool, does not perceive children's books as a means of education, but it is still necessary to understand that its educational impact on the formation of the personality of a young reader is undeniable. A child, wherever he is, reads to learn more not only about the laws of society, the world, but also in many ways about himself. Many children perceive reading not only as a process of education and familiarization with the world around them, but also as their entertainment. Books capture the child and “transport him to their dimension.”

A children's library not only gives a child access to information, but also introduces him to cultural values, the synthesis of which is a necessary condition for the process of informatization of a children's library. All library resources for children should be focused on pedagogical and educational purposes. Today, children's libraries perform various functions. They are both communication centers for children and adolescents and leisure centers. It is here that conditions are created for the child’s creative self-realization. The children's library is a social institution for the education and spiritual development of the individual, which is obliged to ensure compliance with the rights of the child.

The development of the library as a center for the “protection” of childhood is one of the modern cultural and aesthetic concepts of its mission. The urgent need of childhood is creativity.

Children's libraries have their own mission - using all available resources, to provide children with the most optimal conditions for cultural development, formation and satisfaction of their educational, communicative 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 his age and gender , sociocultural and individual characteristics. Children need special attention to create conditions for growth and self-development. The purpose of the existence of children's libraries is to promote the spiritual growth of the child, the formation of the child's needs for self-knowledge, self-education, introducing children to reading, to world and national culture. Children's libraries promote the value of reading and books, introducing children to the social and cultural environment of society through reading. Children's libraries must meet the needs of growing individuals.

Children's libraries actively cooperate with libraries of all types and types, especially with school libraries, and other institutions and organizations in the field of protecting children's rights to free access to information and familiarization with the values ​​of world and domestic culture.

What do children need and how can children's libraries help them meet their needs for life in the future?

The search for the mission of a children's library at the turn of the new century led theorists and practitioners to the humanistic idea of ​​developing a child's personality as a multifaceted process of familiarization with the spiritual values ​​of humanity contained in the book, revealing all the creative abilities of a growing person, and then participating in the creation of culture as much as possible.

Understanding this program goal requires specification in relation to the specifics of the library as a social institution. According to the activity approach, a person develops only in conditions of independent activity, when individual mental new formations are born from external forms of mastery of the surrounding world and communication with people. The system of various activities is recognized as the most important driving force in the ontogenesis of personality.

The information environment of a modern children's library opens up a wider field for children for various types of activity. In the library, a child can not only read and get acquainted with literature, but also play, communicate with peers, do schoolwork, and relax. The children's library is intended for the complete rest and development of the child. nevertheless, the central place here is occupied by reading activity, that is, purposeful actions to select, perceive and comprehend printed information. This is the essence of the library. She not only collects, preserves and recommends a wide range of documents, but also facilitates their connection with the reader. In conditions of computerization, the communicative function of the library not only does not decrease, but is also updated. After all, mastering new media is impossible without basic reading skills.

The priorities of library services are reflected in the fact that it is enough for a child to master a certain minimum of reading techniques, which allows him to study successfully and acquire new knowledge. If there is any talk about any systematic improvement of reading culture, it is only in relation to literary texts, while for other types of literature their influence on the spiritual development of the child is not recognized. Neither the school nor the library, thus, achieves a truly holistic idea of ​​reading, perpetuating a superficial level of perception. Meanwhile, remarkable scientists of the past and our contemporaries argue that reading as an activity improves along with the ontogenesis of the individual. These processes are identical and interconnected. Based on this, it is clear that reading can change a child’s soul, that it itself is inexhaustible in the possibilities of enrichment and complication. It is important that it is the children's library, like no other educational institution, that provides a unique opportunity to join the world of genuine information culture through the most effective means.

But for this to happen, a lot must change in the librarian’s mind. It requires an understanding of reading as a complex systemic psychological phenomenon that affects different spheres of personality - emotions, intellect, imagination, a system of subjective relationships to the world, etc. Modern scientific ideas about the mechanisms of reading in children of different ages and methods for developing creative reading abilities await development. It is necessary to overcome the stereotypes of library forms of working with books, which mainly focus on the stage of choosing a book and miss such important phases of reading as the actual perception of the author’s creative intent, empathy with his ideas and images, and critical assessment of what has been read.

A responsible step in solving the problem of introducing a child to reading is to organize interaction between a child and an adult on the basis of cooperation and co-creation. And only through joint activities aimed at overcoming emerging difficulties does the student learn to independently discover new facets of library services. The practice of working together gives the librarian the opportunity, on the one hand, to provide the child with the necessary freedom, and on the other hand, to nurture a living soul, satisfy and develop the child’s information needs. Children's libraries act as the main resource centers for the reading development of school-age children. They provide not only familiarization with the book, but also interpersonal communication between children, equal dialogue between a child and an adult, their intellectual and spiritual partnership, and the formation of the child’s personality as a reader.

In the public understanding, a library is a repository of books. The opinion about the equivalence of a library and a book archive is no longer relevant. Now libraries not only have documents in new, modern formats, they are very multidisciplinary. The work of the children's library is subordinated to the main mission - to create an environment for the development of the schoolchild, his spiritual and intellectual growth, and the cultivation of creative abilities. Nowadays, it is especially important that libraries be open to children from all social strata of society with different intellectual and physical abilities.

Thus, defining the mission of the children's library, we can conclude that using all available resources, it strives to provide children with the most optimal conditions for cultural development, formation and satisfaction of their educational, communicative and other needs, in other words, to create an environment for the development of the child through reading , a book and other types of materials that meet his gender, age, sociocultural and individual characteristics.

Marina Dorokhova
NOD "Let's tell the kids about the library." For children of senior preschool age about the professions of library workers

Summary of direct educational activities

for children senior preschool age

«»

M. A. Dorokhova, teacher, Municipal Autonomous preschool educational institution "Combined kindergarten No. 7" city ​​of Sosnovoborsk

Subject: « Let's tell the kids about the library»

Target: development of the intellectual and creative potential of children in the group through improving cognitive skills.

Tasks:

I. Educational

1. Expand knowledge about professions of library workers. Show significance libraries.

2. Expand and activate children’s vocabulary on the topic « library» : librarian, bibliographer, shelving, bookshelves, reading room, etc.

3. To form in children realistic ideas about the work of adults.

II. Developmental

1. To form the experience of group intellectual action (brainstorm).

III Educational

1. To instill in children an interest in books, responsiveness, and respect for the work of adults.

2. Establish the rules for handling the book.

Methodological techniques. Drawing up a mental map on a topic library, structuring information and optimizing thinking, creating living and "talking" records that can convey information, socio-game.

Preliminary Job. Reading works of fiction, talking about work librarian. Excursion to library. Computer presentation "Children's clips of songs about library and benefits of reading» .

Equipment. Favorite books of the group’s children, pictures of different types libraries, photos from the excursion to library, form, pictures people's professions, working in the library, glue, 2 sheets of whatman paper, markers, colored pencils.

The children are in the reception area, coming in kids and turn to the guys with request:

"We wanted to play a new game - library, help us find out what it is library, who's there does it work and why is it needed? to make our game interesting."

IN: "Can we help kids? Let's think".

Passing the ball to each other, each child puts forward his own version. ( Tell, read, look up information on the computer, play.)

As a result, the teacher suggests make for children"smart card" and reflect on it everything we know about library so as not to forget anything.

Children come to the table on which there is whatman paper and markers. There is a picture in the center of the sheet "children's libraries» .

IN: “Did you recognize this building? That's right, this is a children's room library. Library is not a Russian word, it consists of two words « biblio» , which means "book" And "theka", which means "storage".

IN: Among the proposed pictures, select those that will help kids find out what are there libraries. Paste your pictures in the upper left corner of the sheet.

(Children choose photographs depicting different species libraries: children's, adults, school, book corner in kindergarten and name the types libraries)

IN: What are the people called who visit library and reading books? (Readers)

Find information that will tell the children what books are available in library, and how books are arranged on shelves. Paste the selected pictures in the upper right corner.

(Children select pictures with images of different books, photographs of shelves with alphabetical indexes, they tell about the principles of arranging books on bookshelves.)

IN: To remember who works in the library, let's leave the ball and remember the necessary professions.

Playing with a ball around the table "Who works in the library?» (Children throwing the ball to each other call professions of people, working in the library.)

IN: Let's find pictures from people's professions, working in the library, and paste it in the lower right corner. (Children select pictures with images of people they need professions and paste it onto a mental map.)

IN: People really need books. The game will help us remember how to handle them "Yes and no". If the statement is true, then we clap in the rhythm of yes-da-da; if it is false, then we stomp with the word "No", keeping the rhythm.

A book is your best friend—everyone around you knows that.

If you like the picture. tear it out from the middle.

Hold the book carefully, put a bookmark in it.

Go for a ride on the book, offer the bear a ride.

Put your pen in the book and write on the pages.

Don’t throw the book into the water, take care and respect it.

IN: What can this game teach?

Reflection.

are you okay we worked today. Take a look at our map if you think it will help children learn what, such library, then raise a cheerful smiley, if it can’t help, then raise a sad one.

In conclusion, children to the sound of a song "Reader" take the card kids in the group.

Publications on the topic:

Diagnostics of the developmental features of the cognitive sphere of children of senior preschool age Diagnostics is aimed at studying the formation of the most important cognitive processes and skills that allow the child to successfully perform.

On the eve of the great holiday of Victory Day, we spent a thematic week on this topic: we told the children about this holiday, looked at it.

Today will be a day of remembrance and the heart is tight from the lofty words. Today will be a day of reminders of the exploits and valor of our fathers. For a child.

Abstract of OD on the development and correction of the cognitive sphere of children of senior preschool age “Be careful!” Educational objectives: Introduce children to new games and exercises. Developmental tasks: develop abilities.

“... So that that war does not happen again on the earthly planet, We need our children to remember this LIKE YOU!” I don't want our future.

Be friends with the book! And with a children's library!

How to foster a love of reading from a very young age? Why and why does a child need a book? What do you need to do to raise a real reader? The answers to these questions are undoubtedly known to the staff of the Vologda Regional Children's Library. In the first half of 2013, more than 46 thousand children came here to buy books, more than 15 thousand attended public events, librarians gave out more than 150 thousand books, and almost 123 thousand people visited the library website.

Its director, Natalia Shpagina, tells us more about how the Vologda Regional Children's Library works with young readers today.

The children's library fulfills a very important mission: it lays the foundation for the culture of tomorrow. The habit of reading is a guarantee that a child will grow into an educated, intelligent person with a developed aesthetic taste. One must not miss the moment when a child’s range of interests and cultural preferences are formed - this is the most favorable time to instill a love of reading. If you miss this period, then in the future the person may not be ready to perceive many types of information, including book information. Many books that are important for the formation of personality remain never read if they were not read in childhood. Experience shows that a child who has not acquired a stable reading habit by the age of twelve has no internal need to read and picks up a book very rarely - only under the influence of some external circumstances. Therefore, the earlier the acquaintance with the book begins, the greater the chance that the child will fall in love with reading. This is exactly what we work for.

At what age do children come to the library?

We accept “readers” almost from birth, but some begin to “visit” the library before they are even born: these are those children whose mothers come to us for books during pregnancy. At one time, the library had a program “The expectant mother is the most charming and attractive”: we went to antenatal clinics with information about our library, and prepared special children’s reading manuals for young mothers. We have a special sector of adult readers who are interested in children's reading. These are not only teachers, psychologists and librarians, but also parents and grandparents. Thus, our readers are people of all ages, but the majority are, of course, primary and secondary school students.

What are the preferences of today's young readers?

Today, a huge number of children's books are published and republished, among which there is a lot of high-quality literature, including those translated from foreign languages. Children, especially small ones, primarily react to the design of a book: the brighter and more colorful it is, the faster the child will pay attention to it. Our readers love works about animals, children, adventures, science fiction; Applied publications are in demand - books describing methods for making various crafts. Many people like the books in the “Nastya and Nikita” series, intended for children from 5 to 11 years old and including six cycles: “Stories”, “Fairy Tales”, “Poems”, “Biographies”, “Knowledge”, “Travel”. Popular works by foreign authors: “The Amazing Adventures of Edward Rabbit” by Kate Di Camillo, a series of books by Sven Nordqvist about old man Petson and his kitten Findus, “Babe the Pig and His Friends” by Dick King-Smith and many others. And, of course, today children read what their parents once loved to read: books that tell about friendship and love, mutual understanding and kindness are relevant at all times.

The library employs real professionals who are well versed in the huge variety of books and know the needs of their readers. If a child finds it difficult to choose a book, they will always help him with advice. We have this rule: subscription staff must read all books that come into the library. Then we discuss them among ourselves: for children of what age will this or that work be interesting, what does it teach. And only when a book passes such a “test” do librarians adopt it and actively recommend it to readers.

What should a children's librarian be like?

First of all, you need to love children and books, and all our employees are just such people. In general, a children's librarian is not just a librarian, but also a teacher, a psychologist, a director, and an artist. One person must “play” many roles because children need to be worked differently than adults. It is important to find a common language with your child, become interested in him as a person and be able to interest him in a book - and then he will come to the library again and again.

People come to a modern library not only for books. Tell us about the public events that you hold.

Every year on Children's Day we organize a big celebration in the Children's Park on Revolution Square. In September, as part of the “Rubtsovskaya Autumn” festival, we will organize a regional reading competition “For all good things we will pay with good.” In the spring we have our annual Cyril and Methodius readings. The Children's Information and Legal Center, which operates in our library, is holding a competition “Me and My Rights.” Once every two years we choose the “Best Reader”. Last year, the new competition “Christmas Unites Us,” held jointly with our partner, the English language club “English for You,” was successfully held.

Ideas for new promotions and events are constantly emerging. In April, our readers attended the “Bibliotwilight”, which they really liked and will be held in the future. On June 6, for Pushkin Day in Russia, a quest game “Fabulous Lukomorye” was organized, in which 150 children took part.

Are there clubs for kids in the library?

We have three such clubs. Club "Ladushki" - for children from one to three years old who study together with their mothers. Children aged 4–5 years old attend the “Steps” club, which is very popular: two new groups have already been recruited for the second half of 2013. At the Rodnichok club, children learn to read under the guidance of teachers. In addition to clubs, we are actively working on a special program we have developed, “Growing, Reading, Developing,” aimed at nurturing the need for reading from an early age.

In the summer, during school holidays, are children frequent visitors to the library?

Yes, we actively cooperate with summer holiday camps and organize events for them. Many come for books assigned according to the school curriculum. “Summer Readings” – regional and city reading diary competitions – are held annually. In September, we sum up the results of the “Summer Readings”, inviting participants to our library to protect their reading diaries and receive well-deserved awards.

What has changed in the library due to the adoption of the law “On the protection of children from information harmful to their health and development”? How does mandatory age labeling of books affect your work?

We simply do not have the kind of literature from which children should be protected. We always approach the selection of books very carefully: our specialists first read them and then purchase them. Everything that is printed now should already be marked by age - this is the task of the publisher. In addition, in our library there has always been a division of books by age: there is a department for servicing younger readers, where books for preschoolers and primary schoolchildren are collected, and a department for lending services to readers in grades 5-11, and within each department there is an age gradation of shelves, because we have always We focus on the age of our readers when recommending and issuing books.

What are the library's immediate plans?

August and September will be quite busy for us, because we are now preparing to move to a new building at Sovetsky Prospekt, 20. It will house a subscription and a hall for holding public events for older readers, a methodological department and the administration of the library. Thus, we will completely vacate the emergency building. Younger readers will still come to house No. 16b on Sovetsky Prospekt. The move will give us the opportunity to open a fund, which we are currently limited to due to lack of space, to hold more events within the library, and to separate younger and older readers.

Moving is always a hassle, but it will not affect the work of the library. Until the end of September, we are holding a regional environmental competition for children’s creativity, “How beautiful this world is.” Then we will summarize the results of the “Summer Readings”. In September-November there will be a regional Internet quiz for World Children's Day “Legal Kaleidoscope”. November will be very busy: there is a regional Internet conference “A Healthy Generation – a Healthy Nation” for specialists working with children, a Week of Legal Knowledge, and a creative competition for English language lovers “Christmas Unites Us.” So we continue to welcome all our readers and hope that now there will be even more of them.

Irina Sorokina

Plus

The function of a library is the role that it plays or should play in society, the manifestation of properties that distinguish the library from other social institutions and institutions. The Federal Law “On Librarianship” gives the following legal definition: “A library is an informational, cultural, educational institution that has an organized fund of replicated documents and provides them for temporary use to individuals and legal entities.” Thus, the main functions of a library are informational, cultural and educational .

The activities of the library implement its functions. In domestic library science there is no single point of view on the classification of the social functions of a library. By 1984, two approaches to defining library functions had been established: informational (A.B. 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. proposed their modifications of functions. Taking into account the diversity of points of view on this issue, we propose a classification of the functions of a children's library in the following form: socio-pedagogical, informational, memorial. These functions have always belonged to the children's library, but due to aggravated problems of a social nature, the spiritual and educational potential of a person is coming into the center of attention of society, which allows us to talk about the need to actualize the socio-pedagogical function. There is no doubt that the socio-pedagogical function today is of particular importance in the activities of a children's library. Based on the principles of humanism, the library is aimed at helping and supporting the reader’s personality, aimed at upbringing, education, and human development.

The social and pedagogical activities of the children's library are implemented through the organization of individual and mass work using various methods and means. The subject is all readers - children of different ages, families with certain characteristics that require equal attention, but a different (individual) approach.

The information function is primarily aimed at satisfying 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, who, due to age-related developmental characteristics, have many reading needs either not formed or not yet recognized. The library also independently trains users in the basics of information culture and reading culture. According to N.V. Zhadko, the educational function of the library as a social institution, along with the memorial one, is generic, determining the specifics of the library, separating it from other social institutions.

The functions of the library consist of two parts: 1. social functions determined by the external environment - society; 2. applied (production) functions determined directly by professionals. While there are different approaches to the classification of the social functions of a library, there is a principle that unites them: 1. recognition of the multi-functionality of the library; 2. recognition of the unequal importance of all library functions: highlighting the original, unchangeable, permanent functions of the library that correspond to modern reality.

Groups of social functions of the library: main (essential). They determine the essence of the library: why it was created. They include: 1. cumulative (collection of documents); 2. memorial (purposeful activities of the library to form and preserve a collection of documents); 3. communication (multilateral activities of the library to provide users with documents in the form of primary sources or secondary information, promoting the assimilation of cultural and intellectual potential, and the activation of the circulation of knowledge in society).

Derived functions - as a socio-communicative institution.

1. main (type-forming): a) facilitating the educational activities of users; b) promoting the professional and production activities of users; c) promoting the scientific activities of users; d) promoting self-educational activities of users and organizing their leisure time. 2. phenomenal: they are secondary in nature, their number is not limited, they are the most susceptible to change. These include educational, educational, production, recreational (communication, rest), hedonistic (pleasure), ideological, leisure, socializing and other functions.

The children's library is an educational and information center, a cultural, educational and 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 a children's library must meet the interests and demands of the population, be able to fit into existing conditions, anticipate the future and become indispensable, winning competition with other social institutions."

The children's library is a center for children's reading, introducing children to reading and competent use of information on all types of media. The most important task of a children's library is the formation of an information and reading culture, the cultivation 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, and expand the scope of services in local and remote access modes.

For many years, each library, planning its work, defined goals and objectives, both short-term and long-term, and the purpose of all library institutions, depending on the population 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 the 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 you to demonstrate to the public 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 her scientific and methodological manual “Children’s Library: Modern Problems of Development” she expressed her opinion on the mission of children's libraries. The mission of children's libraries, in her opinion, is to, using all available resources, provide children with optimal conditions for cultural development, formation and satisfaction of their educational, communicative 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, sociocultural 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 children's needs for intellectual and spiritual growth, self-knowledge and self-education; introducing children to reading, world and national culture; promoting the value of reading and books; promoting the integration of children into the sociocultural environment of society.

The main tasks of children's libraries were formulated in the document “Concepts of library services for children in Russia.”

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

So, the mission of children's libraries is to, using all available resources, provide children with optimal conditions for cultural development, formation and satisfaction of their educational, communicative 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 its gender, age, sociocultural and individual characteristics.

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

Main goals children's libraries:

• > development and self-development of the child;
• > achieving a “reading standard”, that is, that 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 to all children, creating equal rights and opportunities for children of all social strata of society with different intellectual and physical abilities;
• > providing the child user with access to objective and comprehensive information about the world in an accessible and safe form for him;
• > implementation of the requirements for information security and humanistic orientation of electronic products accessible to children;

Library services for children are an integral part of library services to the population; they rely on a combination of traditional and latest information technologies in the provision of services.