Julia Melentieva
Library service in the school library: the specifics of forms and methods
The purpose of this course is to give an idea of the main theoretical foundations, as well as the goals and objectives of library services, to reveal methods for studying reader interests and needs, to show the educational possibilities of library communication, forms of individual and mass informing various reader groups, to reveal modern technology library service.
newspaper number |
Title of the lecture |
Lecture 1 The Modern Legislative Framework for the Implementation of Socially-Based Priority Areas of Library Services |
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Lecture 2 Sociological and psychological aspects of the study of reading |
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Lecture 3. Library communication in the process of library service. Control work 1(Deadline - November 15, 2004) |
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Lecture 4 Individual library service as the most important part of the library work |
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Lecture 5 Library service technology for individual information interests and requests. Control work 2(deadline - until December 15, 2004) |
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Lecture 6. Mass Library Service |
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Lecture 7 Library service technology for mass information interests and requests |
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Lecture 8 Virtual (electronic) library service. |
Lecture 1
The library is, as you know, part of society. Its activities are regulated by the laws adopted in the country.
Obviously, the political, economic, ideological changes that have taken place in Russia in recent decades could not but affect Russian libraries. In the conditions of the emerging civil legal society, one of the fundamental values of which is freedom of speech and information, libraries cease to be ideological institutions, as they used to be, and receive a new mission: they become one of the most important channels providing free access of the reader (user) to information.
All the priorities of the library activity are changing: now it is focused primarily on the information and cultural needs of its users. Because the information space is rapidly becoming a single world space, thanks to the development of technical means (Internet, etc.), then the laws of its use are becoming more general, i.e. national legislation on the use of information is largely guided by international norms.
It with with good reason can also be attributed to the library sector, where the construction of the legislative base is in full swing. Two federal laws are already in force (“On Librarianship”, “On Legal Deposit”), the “Manifesto on the Public Library in Russia”, “Model Standard for the Activities of the Public Library in Russia” and other documents have been adopted. A significant role in this process is played by the Russian Library Association (RBA), a professional social organization, which does a lot to ensure that the librarianship of Russia becomes part of the general cultural and educational concerns of the "European home".
Of course, we must be aware that not all developments of international documents are subject to copying in national developments, however, the materials of the international community allow us to see the general vector of movement and this is what makes acquaintance with them mandatory for every specialist.
The most significant developments, both international and Russian levels, which determine the development of our, first of all, public library, are the following groups of documents:
1. Documents of international organizations (UN, UNESCO, Council of Europe, etc.), which lay the general foundations for the development of the world community, including world librarianship;
2. Documents of international organizations on the development of the information and library sphere directly;
3. National documents (projects) that determine both the development of the information sphere as a whole and the main priorities of library services for Russian libraries.
Among the documents first group The following are of particular importance to librarians:
– Universal Declaration of Human Rights (adopted by the UN General Assembly on December 10, 1948);
– Convention for the Protection of Human Rights and Fundamental Freedoms (adopted by the Council of Europe in 1950, last edition 1994);
– European Cultural Convention (adopted by the Council of Europe in 1954);
- Declaration of principles of international cultural cooperation (adopted by the UN, Commission on Education, Science and Culture, 1966);
– Information society: a challenge to Europe. Political Declaration (adopted at the conference organized by the Council of Europe in Thessaloniki, 1997);
– UNESCO Information for All Program (2000).
All these documents are based on the basic provision of human rights dignity of the individual as a task to be solved by all peoples and all states. The fundamental human rights are freedom of thought, conscience, religion, and information. Moreover, freedom of information implies both the receipt and dissemination of information "by any means and regardless of state borders."
"Universal Declaration of Human Rights" and developing her ideas "Convention for the Protection of Human Rights and Fundamental Freedoms" see in these postulates the basis of justice in the world. The most important right of the individual is the right to education and participation in cultural life. The same positions are affirmed by such an important document as "European Cultural Convention".
The "Declaration of Principles of International Cultural Cooperation", recalling that "peace must be based on the intellectual and moral solidarity of mankind", states that the goals of international cultural cooperation are: the dissemination of knowledge, the development of peaceful relations and friendship between peoples, and the promotion of a better understanding of the way of life of each people ; providing every person with access to knowledge and the opportunity to enjoy the art and literature of all peoples, etc. "Cultural cooperation is the right and duty of all peoples and countries, therefore they should share knowledge and experience with each other ... Cultural cooperation should reveal ideas and values that contribute to the creation of an environment of friendship and peace."
For the modern specialist, especially great importance have documents adopted today: “Information society: a challenge to Europe. Political Declaration (1997) and the UNESCO Information for All Program (2000).
“The Information Society: A Challenge to Europe. Political Declaration” is a voluminous document adopted by the ministers of the participating countries of the 5th European Conference on Media Policy, which is, in essence, an action plan for the development of freedom of expression and access to information at the pan-European level in the information society.
– effectively record and analyze the development of new technologies, new communication and information services;
– intensify work towards developing a pan-European approach to understanding “universal access to services”, taking into account different national and regional conditions;
- develop the necessary measures to train the population in knowledge and skills to use new communication and information services;
– promote the exchange of information and experience at the European and global level;
- study cases of using new technologies to spread violence, intolerance, ideological views that are contrary to human rights, respect for the individual, etc., develop legal and other ways to combat this;
– constantly monitor the impact of the evolution of electronic technologies on international legislation in the field of protection of copyright and related rights.
UNESCO Information for All Program represents, in fact, a new concept of world information policy and contains, as one of the components , the concept of education in the information society and for its purposes. This document largely corrects the previous ones, re-emphasizing the analysis of the situation, taking into account the changing conditions for the development of society and a new degree of understanding of the situation.
The Information for All Program offers, in essence, a new ideology: UNESCO is called upon to promote the adoption not of a global information society, but knowledge society, because “The expansion of information flows alone is not sufficient to take advantage of the development opportunities that knowledge makes possible.”
The knowledge society, the Program says, must rest on a solid foundation of commitment to human rights and fundamental freedoms, including freedom of expression. The knowledge society must ensure the full realization of the right to education and all other cultural rights. Access to knowledge, which is in the public domain, should be as broad as possible. Information - as the basis of knowledge - must be different high quality, diversity and reliability. It is extremely important to preserve the diversity of cultures and languages, the formation of tolerant thinking.
The humanitarian component of the Program is quite obvious: the development of information technology should be accompanied by a change in behavioral attitudes.
Thus, the formation of a knowledge society involves the solution of three main problems:
1. The need to preserve traditional and create digital cultural heritage; reducing the digital divide, inequalities in development;
2. Guaranteed free flow of information and fair access to information;
3. Reaching international consensus on new norms and principles.
It is obvious that all the listed documents serve as a powerful basis for the development of the legislative framework directly in the library sector.
In second group documents can include the following:
– “UNESCO Manifesto on Public Libraries” (1994);
– “Resolution on the role of libraries in modern society"(1998);
– “Guidelines for Library Legislation and Library Policy in Europe” (1998).
– Copenhagen Declaration on Public Libraries (1999);
– Statement on Libraries and Intellectual Freedom (1999);
– IFLA Professional Priorities (2000).
This should also include such a document of a more “private” nature as the IFLA/UNESCO Manifesto on School Libraries (1996).
In addition, reports prepared by well-known experts in this field on behalf of IFLA provide more information.
The most important, basic document necessary for understanding the role of the library in modern society is "UNESCO Manifesto for Public Libraries". It articulates "UNESCO's belief in the public library as an active force in education, culture and information". UNESCO calls on central and local authorities to support public libraries and to promote their activities. The “UNESCO Manifesto…” defines the functions of a public library, among which the main ones are the following: attraction to reading, promotion of education and self-education, personal development, familiarization with cultural heritage, provision of municipal information and provision of information services to local enterprises, etc. The UNESCO Public Libraries Manifesto affirms that public libraries are free of charge in principle. This document requires that the public library be regarded as an essential component of any long-term strategic plan in the field of culture, information support, literacy development and education. It is especially emphasized that the services of public libraries should be available to the entire population, that the network of public libraries should be built taking into account national, regional, scientific and special libraries, as well as libraries of schools, colleges and universities; it is also necessary to take into account the differences in the needs of library services for residents of rural areas and cities.
In the same year (1994) were adopted "Recommendations for Library Law Reform in Central Europe". They were prepared within the framework of a conference organized by the Council of Europe. This document, based, like all subsequent ones, on the UNESCO Public Libraries Manifesto as the main one, contains recommendations on legislation for national, university and public libraries, formulated clearly and concisely. Considering public libraries as part of the national library system, the authors of the recommendations see the public library as the most important local information center, providing free access to all kinds of knowledge and information, contributing to the development of the individual and society.
Legislation addressed to public libraries should, in the opinion of the authors of the document, deal with the following aspects: materials for free access; issues of access to public library services; principles of providing library services; issues of cooperation within the library network; rights and obligations of the user; administrative and legal status of the library; professional level of personnel; library funding system. In conclusion, a list of issues that must be considered in connection with the legislative framework for public libraries is given:
– national information policy;
– national bibliographic system;
– the status of the national library;
– keeping a legal deposit;
– training of qualified librarians;
– the right to public (uncensored) issuance of materials.
The need to develop norms in the following areas is emphasized: cataloging and classification; library services; automation and information transfer.
The provisions of this document have been further development: in 1998 the Council of Europe adopted "Guiding Principles for Library legislation and library policy in Europe”.
These “Guidelines…”, building on previous documents, emphasize the need for harmonization of legislation in the library field and in other areas; harmonization of library legislation in different countries; expansion of library legislation in connection with the expansion of the library, etc.
The main "fields" of library legislation are determined by:
– freedom of expression and free access to information;
– the role of libraries in the national book and information policy;
– libraries and intellectual property;
- protection of library heritage.
This document defines the principles of approach to solving complex professional problems, for example, the development of library funds (it is assumed that it should be based on the professional opinion of a librarian independent of any political, sectarian, commercial and other influences); library services for cultural minorities and specific reading groups; relationship between libraries and government; training of professionals; the legal status of libraries in the field of copyright, etc.
For the first time, this document sets out the task of preserving the library heritage, and also provides recommendations on complex issues related to the problem of restitution (ie, the movement of cultural property during hostilities, etc.).
"Copenhagen Declaration on Public Libraries" was adopted in 1999 in support of the UNESCO Manifesto on Public Libraries and other documents on the development of libraries by prominent political figures from 31 European countries. This document, fixing the role of the library in improving democracy, in economic and social development, formal and non-formal education, maintaining cultural and linguistic diversity, building tolerance, sees it as a significant social force. One of the most important tasks of the authors of the document is lobbying it in the European Parliament in order to ensure the high social status of public libraries, both now and in the future. Citizens must also be helped to understand and be able to make full use of all the resources of public libraries.
These provisions have been elaborated in more detail in "Resolutions on the role of libraries in modern society", document adopted by the European Parliament.
The Statement on Libraries and Intellectual Freedom was adopted by IFLA in 1999. This document once again postulates the inalienable human right to access to all manifestations of knowledge, creative thought and actual activity. IFLA reaffirms the role of libraries as “gateways to knowledge, thought and culture”, their great contribution to the development and maintenance of intellectual freedom and democratic values.
These provisions have been developed in the document "IFLA Professional Priorities" prepared by the IFLA Professional Bureau and adopted in 2000, which outlines the scope of IFLA's professional responsibility. There are eleven such priorities.
Among them:
– librarianship support – IFLA is an international advocate for librarianship in the face of governments, promoting understanding and realizing the vital role of libraries in the digital age;
– protection of freedom of information principles – IFLA believes that the library plays a key role in securing the individual's right to knowledge and freedom of expression. IFLA supports this role by defending the ability of libraries to acquire, organize, preserve and make available a wide variety of materials, reflecting pluralism and diversity in society, defending the ability of libraries to ensure the selection and provision of materials and services based on professional principles and not on the political, moral or religious views of individuals. individuals or governments. IFLA believes that a free library is the key to a free, democratic society;
– promoting literacy, reading and continuing education – many IFLA's programs help libraries around the world develop national projects to address the challenges of universal literacy, encouragement to reading, information culture and lifelong learning;
– ensuring free and open access to information – IFLA supports information access development programs that contribute to bridging the gap between the information rich and the information poor;
– protection of intellectual property rights of libraries and authors – IFLA has a dual obligation to producers of intellectual property and to libraries as representatives of information users. IFLA is working to harmonize intellectual property rights and the right to public access to information, involving publishers, standardization bodies, etc. in this work.
In the context of the topic of our course of lectures, special attention should be paid to "IFLA/UNESCO Manifesto for School Libraries", which was adopted in 1996, shortly after the adoption of the Public Library Manifesto (1994). Both of these documents are closely related. In accordance with the principles set out in the Public Library Manifesto, the school library is part of a wider library and information system and should be developed based on common professional values: free access to information, intellectual freedom above all. The school library is identified as an important partner in the local, regional and national library and information system. Just like the public library, the school library should be free.
The IFLA/UNESCO School Libraries Manifesto defines the unique mission of the school library, which must be recognized and respected whether the school library uses its resources (room, equipment) on its own or in conjunction with another type of library, such as a public library.
The main tasks of the school library can be named as follows: to develop and maintain in children the habit and joy of reading and learning; to encourage the use of information, regardless of the type, format and medium; organize events that foster cultural and social self-awareness, as well as contribute to the emotional development of schoolchildren; promote reading both inside and outside the school.
The complexity and variety of tasks assigned to the school library make high demands on school librarian, he must have a lot of knowledge both in the field of librarianship and information resources, and in the field of educational methodology, developmental psychology etc.
The IFLA/UNESCO School Libraries Manifesto calls on national governments to promote the message it articulates through the system as vocational education teachers and librarians, as well as through the advanced training system. (The full text of the IFLA/UNESCO Manifesto for School Libraries was published in Library at School #6-2001).
The study of all these documents shows that one of the most significant for the development of libraries in modern society is the question freedom of expression and free access to information. It is this issue that is most often discussed, questioned, and demanded to reconsider positions, especially under the pressure of circumstances, such as, for example, September 11th in the United States, terrorist attacks in Russia, Iraq, etc.
In the report of one of the leading experts in this field, Paul Sturges (Great Britain), presented at the meeting of the Committee on Culture of the Council of Europe (1998), all aspects of this problem are considered in detail.
The author explores background, analyzes public concerns related to the dissemination of information of an obscene nature, offensive information, such dangerous topics as drugs, weapons, etc. P. Sturges analyzes the reasons why the "US Communications Decency Act", passed by President B. Clinton, was not supported and failed. Interestingly, the fight against the Communications Decency Act brought together organizations of both commercial and non-commercial nature, such as:
– American Library Association;
– American Booksellers Association;
– American Society of Newspaper Editors;
– Association of Publishers, Editors and Writers;
– Citizens Coalition for Internet Rights;
– Families against Internet censorship;
- Foundation "Freedom of Reading";
- Microsoft Corporation, etc.
However, the report shows that this discussion is far from over. It involves governments, law enforcement and law enforcement agencies, political organizations, the church, the media, software corporations and organizations providing them, the library community, and others. First of all, arrows are directed against the Internet.
The report details the discussion about filtering information on the Internet, which seems to one of the parties a desirable solution. The author of the report, based on a study of the results of many studies, comes to the conclusion that neither filtering to recommend nor filtering to block information solves the problem. Furthermore, all filters have, to some extent, gone beyond their intended role as a barrier to prevent accidental or intentional access to offensive or obscene material, and in fact prevented the search for completely legal and useful information.
Paul Sturges gives the well-known rules of "netiquette", which is based on ten principles:
1. Remember the person.
2. When communicating online, keep the same rules of conduct as in real life.
3. Know where you are in the networked computer space.
4. Respect other people's time and bandwidth.
5. Be polite when communicating online.
6. Share specialized knowledge.
7. Don't let your emotions out.
8. Respect the privacy of others.
9. Do not use your opportunities for bad purposes.
10. Forgive other people's mistakes.
Thus, we are talking about the need for self-regulation on the Internet, as the only real opportunity to reduce its negative impact.
It should be said that the American Library Association (ALA) firmly expresses its commitment to the freedoms declared in the US Constitution, which should apply to all people (children are subject to parental control). The Internet is treated as analogous to a library, and therefore the principles applied in librarianship are naturally transferred to Internet access organized in libraries.
The general conclusions made by the speaker are very significant:
1. There is certainly real reason for public concern about the nature of some of the material available on the Internet. However, the same concern is expressed about printed materials, TV and radio programs, etc.
2. There are three approaches to solving this problem:
- legislative,
– use of filtration,
- self-regulation.
Since a legislative approach is difficult to implement, if only because the network environment is changing too quickly, and filtering is not a fully acceptable approach both from the point of view of freedom of information principles and from the technical side, ethical self-regulation of networks and their contents is the best way to ensure trust in a communication environment.
Thus, on international level a “package of documents” has practically taken shape that determines the activities of a modern library (public, school and, to a certain extent, electronic). The main professional values are respect for the user, freedom of access to information resources, professional ethics.
These documents served as the basis on which the Russian specialists were guided.
In the third - "national" - group Documents include documents (projects) that determine both the development of the information sphere as a whole and the main priorities of library services for Russian libraries. It:
– Law “On librarianship” (1994)
– “Code of ethics of the Russian librarian” (1999)
– “Model Standard for Public Library Activity” (2001);
– “The RBA Manifesto on the Public Library in Russia” (2003);
– “The concept of library services for children in Russia” (project).
"Code of professional ethics of the Russian librarian" was the first document adopted by a new professional organization that arose under the influence of democratic changes in our country - the Russian Library Association. (The full text of the code of ethics of the Russian librarian was published in the newspaper "Library at School" No. 4–2000)
After federal law "About Librarianship"(1994), who laid new legal framework librarianship in Russia, Code of professional ethics of the Russian librarian" laid new moral basics library activities.
The “Code…” includes eleven provisions that provide professional ethical standards for the activities of a librarian.
The “Code…” (for the first time) affirms the interests and needs of the user as a professional priority for the librarian. This document considers free access to information as an essential individual right, sees the most important task of the librarian to ensure the receipt of complete and up-to-date information, calls to build relationships with the user based on respect for the individual and his information needs. "Code…" for the first time speaks about the inadmissibility of censorship of library materials, about the need to maintain confidentiality in relation to information requests from users (if this does not contradict the law). For the first time, this document refers to the need for libraries to recognize copyright in intellectual property and the impossibility of using counterfeit products in their collections.
For the first time in Russian tradition“Code…” regulates the professional relationship between the librarian and the user; librarian and society; and relationships within the library community. Although this document is not binding, legal, at the same time, the Russian Library Association strongly recommends it for execution.
It is worth saying that the development of the “Code of Ethics of the Russian Librarian” was carried out over several years by a research team led by Doctor of Pedagogical Sciences, Professor Yu.P. Melentyeva. In preparing this document, Yu.A. Schreider, a remarkable Russian philosopher, played an important role. The “Code…” was repeatedly discussed in a wide professional audience, on the pages of the professional press. Not everyone accepted the provisions of the "Code ...". There were a number of specialists (primarily theorists of the old school) who very aggressively protested against the main provisions of the "Code ...": on the right of access to information, on the abolition of censorship library materials etc. In general, the professional environment rated the “Code…” very highly, which is reflected in the materials of the RBA sessions.
The meaning of the "Code ..." also lies in the fact that the creation of a completely new type normative documents– professional standards, developed and adopted by the library community represented by the Russian Library Association.
Following the "Code of professional ethics of the Russian librarian" were born “Model Standard for Public Library Activity” (2001) and “RLA Public Library Manifesto” (2003).
All three of these documents reflect the profound changes that have taken place in the activities of public libraries in Russia over the past 10-15 years. They are built on common ideological positions, reflecting the ideas of the library community itself about the modern public library and the ways of its development.
In the context of our lecture, of particular interest is such a document as "The concept of library services for children in Russia" (draft).
This document examines the tasks of libraries in relation to the child from a completely new, modern position. Children are considered as the greatest value in life, as a group of library users with their age, psychological and other characteristics. The document calls for the provision of specialized services for children, ensuring their cultural, intellectual and social development. Special care must be taken towards children “with special needs” (disabled, socially disadvantaged, etc.).
The mission of a library serving a child (nursery, school, etc.) is to create a developing environment, ensure equal access to information, and help in the socialization of the individual.
"The concept of library services for children in Russia" analyzes various models of library services for children, ways and methods of development of these libraries.
It is obvious that this document stands on the same professional positions as those listed above.
Thus, the analysis shows that the documents of recent years, adopted by the Russian library community, postulate the same professional values as their foreign counterparts.
The new understanding of the mission of the public library in the society made it necessary to rethink the main directions of library services.
In relation to school libraries, they can be formulated as:
– library services to help education;
- library services as a means of socialization of the individual;
- library services as a means of rehabilitation of children with "special needs" (disabled, socially disadvantaged, gifted, etc.).
Literature
The theoretical understanding and methodological disclosure of these problems is widely reflected in modern professional literature, including the works included in this article. recommendation list:
1. Information and library scope: international acts and recommendations: Sat. reference and normative and recommendatory materials. - M. : Liberea, 2001.
2. Library and law: Directory: Documents, comments ... Vol. 1–10. – M.: Liberea, 1996–2001.
3. Management IFLA/UNESCO for the development of public library services. - M. : Liberea, 2001.
4. Code ethics of the Russian librarian. Library ethics in the countries of the world: Collection of codes. - St. Petersburg. : RNB, 2002.
5. Firsov V. R. State legislative regulation of the activities of libraries. - St. Petersburg. : 2000.
6. Kuzmin E. I. Libraries and State Library Policy: New Challenges and New Frontiers of Integration // Bibliotekovedenie. - 1999. - No. 4–6.
7. Melentyeva Yu. P. Library and youth: the search for mutual understanding. - M .: Institute of Psychology of the Russian Academy of Sciences, 1999.
8. Melentyeva Yu. P. Library as an institution of youth socialization. - M. : ASOPiR, 2001.
9. Melentyeva Yu. P. Rural library: problems of development and prospects. - M .: Liberea, 2003.
10. Yastrebtseva E. N. School library media center: from idea to implementation. - M. : 2001.
11. Chudinova V.P. Children, libraries and new Information Technology// Librarianship. - 2002. - No. 5. - P. 40–50.
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Questions for self-examination
1. What IFLA and UNESCO documents will you rely on when developing the concept of serving readers in your library and why?
2. What is IFLA's attitude towards the issue of free access to information? In your opinion, is it possible to provide absolutely free access to the information of your readers-children, readers-teachers and other adults, should there be a difference and why?
3. What documents developed by the Russian Library Association can be applied to the activities of school libraries and which, in your opinion, are missing?
The list of documents is given according to the existing tradition: from international to national.
Melentyeva Yu.P.
Answer to the opponent
Courtesy of Yu.N. Stolyarov of the text of his article on the criticism of the “Code of Ethics of the Russian Librarian”, before its publication, allows me, as one of the main developers of this document, to quickly respond to the comments and considerations made.
Having overcome the temptation to object to Yu.N. Stolyarov in his own style - the style of " furious Vissarion”, using such expressions as “newly-minted theorists”, “uncritical imposition of Western ideological stereotypes”, “the code is a fun toy for library bureaucrats”, etc., leaving behind the blazing pathos of the article, angry appeals to the reader and other traditional for the century before last, the techniques of rhetoric, I would like to answer on the merits.
All claims by Yu.N. Stolyarov to the "Code ..." are reduced, in fact, to the following.
Firstly, he doubts that such a "peaceful specialty" as librarianship needs an ethical code, believing that such a code is needed only for specialists "working in extreme conditions."
Secondly, he believes that the Russian (Russian) librarian, by virtue of his mentality, unlike his Western colleagues, does not need an ethical code, and the development of the “Code of the Russian Librarian” is just a tribute to fashion - a simple imitation of Western models undertaken by the developers of the “Code… "only to" earn the praise of someone, somewhere abroad" (as they used to write - "foreign masters"? - Yu.M.).
Thirdly, Yu.N. Stolyarov does not accept the main provisions of the "Russian Librarian's Code of Ethics" because he is categorically against the "invented principle of freedom of information", which the "Code ..." asserts.
Well, I'll try to answer.
1. Professional ethics as a scientific field has developed as a result of understanding the relationship of professionals in any field of activity with society as a whole. The result of this comprehension is the code of professional ethics - in essence, there is an agreement between society and the professional community. Such an agreement allows protecting the values of the profession from the impact of not always fair public opinion, on the one hand, and on the other hand, it allows protecting society from the so-called professional criticism, i.e. professionally limited thinking.
The development of problems of professional ethics is an indicator of a high level of professional consciousness, an indicator of the development of the profession, as well as an indicator of the free development of the profession in society.
Recently, due to the change in the ideological and moral climate in our country in many professional areas, there has been a need to develop professional codes. So, during the 1990s. the “Code of Professional Ethics of a Russian Journalist” was developed and adopted (with the most important provision, which, of course, could not have existed before: “carrying out his professional activities, a journalist observes the laws of his country, but rejects interference in his activities by the government or anyone else”) , "Communicator's Code of Ethics", "Russian Businessmen's Code of Honor", etc.
Obviously, these professions cannot be classified as extreme. And even the profession of a journalist cannot be recognized as such, since only a small part of the total number of professionals work in “hot spots”. However, all these professions have something in common. They are united, first of all, by the fact that in the professional consciousness of the servants of these professional areas there is a differentiation of the values of civil society and the state, an understanding that the qualified performance of professional duties for the benefit of society is often impossible to reconcile with the values of the state. In these cases, priority is given to the values of civil society, as is customary in democratic countries, to which Russia now considers itself, in contrast to countries with a totalitarian regime.
It is noteworthy that in such seemingly well-established professional fields with a centuries-old code of ethics, such as medicine in last years discussions on medical ethics resumed (for example, on the permissibility of abortion, autanasia, etc.). This is happening not only because of the changed socio-economic and technological conditions, but also because of a change in attitudes towards individual freedom. In general, interest in ethical problems has grown noticeably in recent years; new sciences are rapidly developing - bioethics, ecoethics, etc.
The question of whether the library professional community in Russia needs a code of ethics in the new conditions of its development was the first one that had to be answered by specialists - members of one of the first public unions of library workers in the country - the Moscow Library Association (MBA).
In vain Yu.N. Stolyarov believes that the answer to this question was looking for "new theorists". The search for the concept of a professional code of ethics for a librarian was carried out by people who are well known, who have not only academic titles and degrees, but also real authority among colleagues. This is T.E. Korobkina - the first president of the IBA; M.Ya. Dvorkin, whose works on the problems of information accessibility, the mission of libraries in society, etc. are studied by students of library universities; G.P. Diyanskaya, whose work on library services for blind users is well known; S.A. Ezova, who has been dealing with the relationship between the librarian and the user for more than two decades; O.L. Zucchini is one of the first domestic certified library psychologists; G.A. Altukhov, whose articles first drew the attention of the general public to the problem of the ethics of library services; L.M. Stepachev is the leading bibliographer of VGBIL, who analyzed the process of formation of a professional code of ethics for librarians in the USA and other countries.
I dare to hope that the author of these lines, who has been working in the industry for more than 30 years, did not look like an “outside person” as the head of this research group. Such well-known people in the library world as Yu.A. Grikhanov, E.R. Sukiasyan and many others.
The complexity of the problem required the involvement of experts as well: Yu.A. Schrader is the most famous modern philosopher, the author of numerous books on ethics, and E.A. Yablokova is a prominent specialist in the problems of professional psychology and professional ethics.
As a result of studying the problem, it was concluded that the library profession, having freed itself from the ideological oppression that impeded the normal development of professional consciousness, should determine its true professional values and ethical norms for the relationship of a librarian with the state, society, user (reader), as well as colleagues.
However, all this is known and has long been published. From 1993, when the idea of creating the “Code…” appeared, and until its adoption by the session of the Russian Library Association (1999), dozens of discussions, seminars, round tables, etc. were held. Their materials were widely published in the professional press, in the RBA Bulletin, as well as on the RBA website.
The author of these lines has at home more than a dozen letters "from the field", from various libraries, from various people with proposals for the "Code ...". Not a single critic, even the most negatively inclined towards the proposed version of the document, doubted its fundamental necessity for the further development of the profession.
The interest and need for the “Code…” is especially great on the periphery, where the librarian is forced to defend his professional values and professional dignity especially staunchly (however, just like a journalist, businessman, etc.) from the encroachment of the authorities on the use of library resources in their purposes.
The real need for the "Code ..." is also confirmed by the extensive lists of those who signed up for its discussion at the "round table" of the RBA in St. Petersburg (1998), Tver (2000), Saratov (2001), as well as those that even before the release of the "Code ..." in the form of a poster (circulation of 3 thousand) in 2001, some local library societies, such as Novosibirsk, published the "Code ..." on their own and distributed it in their regions. So in vain Yu.N. Stolyarov offends the Russian librarian, thinking that he, like Krylov's cat Vaska, "listens and eats", indifferent to everything in the world. On the contrary, in contrast to the "Law on Librarianship", which is of an official nature, the "Code ..." is perceived by librarians very vividly, with obvious personal interest, and the reproach of Yu.N. Stolyarov that the "Code ..." is not in demand by a professional society - it is not fair.
2. For some reason, appealing to K. Marx (I think not the greatest authority on this issue), Yu.N. Stolyarov claims that the mentality of a Russian person (in his opinion, “more scientific, or better to say, fair, than Western.” – ?? – Yu.M.) does not need laws at all, including the "Code ...". " After all, Sobolshchikov and Stasov, Fedorov and Rubakin did without a code of ethics he exclaims. Well, what can I say? You never know what a Russian person had to do without!
Seriously speaking, it is not correct to put the question in this way. First, in the aforementioned Yu.N. Stolyarov, the level of development of the profession and professional self-awareness was completely different, and secondly, there was no balance of power between the state and civil society as it is today, and therefore there was no such need to defend professional values. Finally, both Rubakin and Fedorov, undoubtedly, adhered to certain rules when serving readers. ethical standards which existed, albeit in an implicit form, in various "Rules", "Regulations", etc.
It should also be noted that although the concept Russian mentality is used quite actively (by the way, there is no consensus in science about this phenomenon), the concepts Russian mentality, which is used as a synonym by Yu.N. Stolyarov does not exist. And finally, even if we agree with Yu.N. Stolyarov that Russian mentality hinders the adoption of the "Code ...", then, in fact, not only representatives of Russian nationality work in Russian libraries.
It is quite obvious that today, despite the peculiarities of its development, Russia is actively entering the world community, vividly perceives international standards in various areas of life (such as, for example, human rights, security environment, education, health, crime and terrorism). In reality, these procedures are at the level of convergence of professionals, including the convergence of their professional consciousness. This determines the well-known similarity (which seems unacceptable to my opponent) of professional codes of ethics adopted in different countries. This fully applies to the "Russian Librarian's Code of Ethics", the development of which, of course, was preceded by a deep study of similar documents in force in other countries (USA, England, France, Slovakia, etc.).
Not a single profession today can develop in a space limited by national (state) frameworks. Although in our history there have been attempts to create a "Soviet biology", "red librarian", etc., it is known what caused this and what it led to.
And only the deformation of professional consciousness under the influence of political factors that forced the librarian to define his role as ideological, “protective”, regardless of the essential functions of the library, can explain what exists so far " our librarian, which the does not accept the role of a passive performer of any whims of the reader”, as Yu.N. Stolyarov.
Disrespect for the individual, the desire to bring it under a “common denominator”, the desire to limit, regulate its freedom, including intellectual, informational, the perception of a person’s personal, everyday needs as “whims”, common in society as a whole, was, of course, typical and for a number of people who work in the library and see the purpose of their work in the "formation of the reader." Fortunately, today there are few such specialists left, especially among practitioners who clearly understand that the modern reader appreciates in the library, first of all, the breadth and accessibility of information. In this regard, I have to state with sadness that my opponent has not moved away from the position of defending the ideological function of the library, which is very far from the needs of modern library reality.
It seems that Yu.N. Stolyarov is disingenuous (he must understand this) when, giving a dictionary definition of ideology as “a system of political, legal, religious and moral views ...”, he speaks of his fearlessness in front of this “bogey”, which frightens the library scientist of the “democratic formation”. The thing is, Yu.N. Stolyarov, of course, knows that our libraries were forced to support for a long time only one, "the only correct ideology". This is what I would not want to go back to. It is not true that “the library has nowhere to hide from ideology,” as Yu.N. Stolyarov. it book always carries some specific ideology as a system of views, free library- a collection of books - can and should enable the reader to know them all! However, the defense of the ideological function of Yu.N. Stolyarov is quite logical, given that he is categorically against the "invented principle of freedom of information."
3. We would not like to simplify the problem of freedom of access to information. Of course, the developers of the "Code ..." understood no worse than Yu.N. Stolyarov that freedom of access to information is not only a blessing, that it also implies access to “negative”, “bad”, “undesirable” information. Hundreds of publications are devoted to this contradiction, an attempt to resolve it, in the conditions of the library as well. And here, it seems to me, it remains to say, paraphrasing the well-known expression - freedom of information is a terrible thing, but nothing better has yet been invented.
Put between a powerful element of information that has swept over the whole society today, and its consumer is the library, like a barrier, like a filter, for whatever good purposes this may be done, not only technically, but also unprofessionally. This would mean turning the user away from the library, forcing them to bypass it. (This, by the way, was understood long ago by librarians in Western countries, who faced various aspects of the problem of freedom of information much earlier than their Russian counterparts.) For a library, this would be suicidal. The library as a social institution would, in fact, be excluded from the information process. In any case, it is wrong to place a problem that cannot be solved at the global level on the “shoulders” of the library.
It seems that it is more reasonable not to deny and prohibit freedom of information in the conditions of a library, but to promote the development of the user's information culture, which includes not only technological, but also humanitarian, in particular ethical aspects. This is exactly how many librarians see their task, accepting the “Code…” with satisfaction.
It is characteristic, however, that Yu.N. Stolyarov, who does not accept the "Code of Ethics ...", sees the need to create ethics council where ethical conflicts would be dealt with.
I will say right away that there was such a proposal, but the developers of the "Code ..." considered it unacceptable, although some countries, such as the UK, have a similar council as part of the national library association.
Yu.A. Schrader, in his letter to me, wrote about this: “... the sad experience of our country, the creation of “troikas”, “personal affairs”, etc., the general low moral level of society make one very afraid that such an organ can do more harm, than good. The meaning of the "Code ..." is not to condemn someone in particular, but to gradually influence the general ethical situation in the profession, We must know, what we break. The guarantee of ethical standards is only in our desire to comply with them.” Great said!
In no case do you want to be understood in the sense that the text of the "Code ..." is flawless and does not need to be corrected. In all discussions, in the articles of the author of these lines about the "Code ...", it is emphasized that this open a document that needs to be revised, corrected, clarified, etc., as it has been done, for example, in the USA for more than a hundred years.
Comments are already being collected and analyzed, which will help improve this document over time. For example, it is obvious that it is worth introducing into the "Code ..." a provision that the librarian is responsible for the fund entrusted to him(and then, perhaps, Yu.N. Stolyarov will not have to talk about the need to include in the "Code ..." the concept professional integrity as a librarian-specific quality, or to require that a provision be introduced that a bibliophile should not be hired by a library).
Many professionals have joined the discussion of the “Code…”. Responses come to the address of the author of these lines, to the editorial offices of professional journals, etc. Active participation in this process Yu.N. Stolyarov, who did a lot for libraries in the past, and now is more keen on documentary and literary problems (and no one, it seems, called him a “new-born Pushkinist”), of course, positively. I only wish that this criticism did not come from the positions of the day before yesterday.
Professional values of a librarian as the basis of his professional ethics. Seminar. May 14–16, 1996. Abstract. report M., RAGS, 1996.
UDC 378(075.8):02 LBC 78.38
Approved by the Ministry of Education and Science of the Russian Federation
as a textbook for students of higher educational institutions studying in the specialty
071201 - Library and information
activity
Reviewers:
Shaposhnikov A. E., Doctor of Pedagogical Sciences, Professor of MGUKI; Afanasiev M. D., candidate
Pedagogical Sciences, Director of GPIB
Melentyeva Yu. P.
Library service: textbook / Yu. P. Melentyeva. - M.: "FAIR Publishing House", 2006. -
256 p. - (Special publishing project for libraries).
ISBN 5-8183-1208-9
The textbook deals with historical, theoretical, methodological, technological and organizational
aspects of library services; reveals its current state. First attempt made
present library services not only in the context of Russian reality, but also as
a global professional process taking place in the context of the formation of a "single world library".
The main objective of this textbook lies in the formation of a new generation of broad professional
views, modern professional thinking along with knowledge and respect for the achievements
predecessors.
378(075.8):02 LBC 78.38
ISBN 5-8183-1208-9
Melentieva Yu. P., 2006 Series, design. FAIR Publishing House, 2006
Foreword
one of the most important disciplines studied in the process of obtaining a higher library
information education.
It examines the historical, theoretical, methodological, technological and
organizational aspects of library service as an individual reader
(user), and various reader groups and contingents.
The textbook reveals the state of library services, taking into account the transformations,
that have taken place in our country and related professional change: new
conditions for the functioning of libraries, a new attitude towards the individual and her
information needs and interests, recognition of free access to information
the basic value of a democratic society, etc. Students also
for the first time, information is introduced related to the existence of a personal, private library as
a necessary component of the process of forming the user's reading culture
publicly accessible library.
Foreword
However, the fundamental novelty and difference of this textbook from all previous
this course is that for the first time an attempt was made to present the library
service not only in the context of Russian reality, but also as a global
professional process carried out in the conditions of the formation of a "single world
libraries."
Associated with this is a much more detailed study than was done before.
international legislative acts defining the fundamental provisions
organization of library services in the modern world, as well as a wide
This approach is especially important in connection with the growing trend
globalization in librarianship, as well as in other areas; with the formation
international, primarily pan-European, standards that determine the activities
libraries in general and library user services in particular
Pursuit
Russia to enter the "common European home" means the recognition of standards and understanding
the need to put them into practice.
The main objective of this textbook is to form a new generation of students
broad professional views, modern professional thinking along with
with knowledge and respect for the achievements of predecessors, understanding
professional mission, deep respect for information needs
user, responsibility to him.
The textbook is based on all the positive knowledge accumulated by domestic and foreign
specialists since the formation of the training course "Library Services" as
independent academic discipline.
See, for example, Public Libraries in the Digital Age. PULLMAN Project Recommendations
European Commission / Ed. L. A. Kazachenkova. - M.: FAIR-PRESS, 2004. - 416 p.
Foreword
The problems of library services are considered mainly on the example of public
libraries, since today their role is noticeably increasing in all countries of the world: public
the library became available to the general public without any restrictions; it is she
plays a very special role in the life of the local community, quickly responding and
opportunities to influence changes in the social, and consequently, in the reader's sphere; a
also has a multifunctional and flexible user service system,
being at the same time an information center, a club, a place of communication and
communications
This textbook complies with the second generation adopted by the State Educational Standards of Higher Professional Education in the specialty
"Library and information activity".
Introduction
Evolution of the issue
"Library Service"
The system of library education in Russia began to take shape in the 1920s and 30s. First
higher educational institutions were opened in St. Petersburg (Petrograd Leningrad)
Kharkov, Moscow.
The Moscow Library Institute, defined as the head one, was created by the Decree
teachers, included a training course called Working with Readers. He
was supposed to give students an idea of how to build a library
service in Soviet libraries. Later, already in 1940, a training
program "Methods of working with readers" (author Z.E. Luss)
In 1918, the Institute of Out-of-School Education was opened in Petrograd with a book and library faculty.
extracurricular
Although the problem of creating stable textbooks in the leading library disciplines, in
work of the institute for 1940-1941.
However, the first textbook was published only in 1961.
Leningrad Library Institutes
that peaceful life was interrupted by the Great Patriotic War, but also by the fact that the development of science
in general and humanities, which included library science, in particular,
ideology was the strongest influence. Ideological discussions of the 1930s, where
"a decisive battle against bourgeois library science concepts", as well as a cruel
criticism to which the Moscow Library Institute was subjected in 1947 for
"weakening of the ideological struggle" and "admiration for the West"
etc., did
writing stable textbooks is not only very difficult, but also unsafe for
It is no coincidence that the first textbook was written only when the ideological
The climate in the country softened somewhat.
However, of course, the content of the first textbook, but also the content of all subsequent
reissues
brightly reflect
"See ibid., p. 13.
Work with readers: Textbook for library institutions - M.: Sov. Russia, 1961 -239 p.
Later, his second edition came out: Working with Readers: A Textbook for the Bible. facts of in-t of culture. - 2nd ed.,
revised and additional - M.: Book, 1970. - 352 p.
■* The oldest department ... - S. 17.
Work with readers / Under. ed. V.F. Sakharov. - 3rd ed., revised and additional. - M.: Book. 1981. - 296 p.
Library Service: Theory and Methods / Ed. ed. AND I. Eisenberg. - M.: Publishing house of MGUK, 1996 - 200
Introduction
processes taking place not only in library science, but also in society.
A comparative analysis of the content of different editions of the textbook allows us to trace
main trends in the development of issues related to library services
readers.
First of all, all three editions of the textbook "Working with the Reader" clearly reflect the nature of their
era. The tasks of working with readers, the principles of their service are determined based on
the prevailing theory of communist education in this period, as set out in the works
K. Marx, F. Engels, V.I. Lenin and party documents, on the basis of which "any
the library, even the smallest one, is an ideological institution that helps
the cause of building communism"
It is characteristic that in all three editions of the textbook "Working with Readers" the terms "working with
readers”, “reading guidance”, “literary propaganda” are considered as
synonyms or very close concepts, suggesting the active influence of the librarian on
reading activity of both children and adult readers, in order to give them reading
"right direction".
In all three editions of the textbook, the experience of Soviet and foreign
libraries, whose activities are considered mainly in a critical way.
At the same time, it is obvious that in the third edition of the textbook (1981), which remains, on the whole,
the same theoretical positions, yet expanded the scope of the subject being studied. Yes, noticeable
the section devoted to the history of the study of the Russian reader has been enlarged, more deeply and
methods of studying readers are considered in detail; a significant place is given to the theory
reading psychology; includes a section on professional qualities
librarian; This is the first time information services have been mentioned.
All of this reflects what happened between the first edition (1961) and the third (1981)
significant changes in society and in the professional environment, namely:
- "thaw" in political life countries. The return of the names of L.B. Khavkina, A.A.
Pokrovsky; ON THE. Rubakin and other librarians who until recently
called "bourgeois"; some softening in the assessments of foreign librarianship
and library science; revitalization of international contacts;
- the development of sociology, which has long been in the position of "pseudo-science". Formation
such a field as the sociology of reading. Conducted during this period of the State
library them. IN AND. Lenin (now RSL) and other sociological organizations
research (“Book and reading in the life of small towns”; “Book and reading in the life
Soviet village ", etc.) gave an idea of the modern reader, brought out the methodology of his
studying for a new
- the emergence of the first signs of the formation of the information society, awareness
significance, value of information forced to identify the purpose of working with readers for the first time
"as the maximum satisfaction of the reader's demand"
As you know, in the late 1980s - early 1990s. big changes in life
countries. These years included perestroika, the rejection of mono-ideology, and as a result -
revision of views on the role of the library in the life of the individual and society, goals and objectives
library services, etc. It was necessary to comprehend this new reality and
reflect it in training materials for students.
curriculum for this discipline.
Introduction
But none of the presented programs
However, these developments were not in vain.
title of the new textbook "Library Services: Theory and Methods", which
came out only in 1996, 15 years after the previous edition
a new understanding of the role of the reader as an active participant in the process of library
service, freed from ideological pressure and given the right to
free choice of information.
The question of the status of the library in society was re-examined, and in the course of numerous
discussions that took place during this period on the pages of professional publications, from
definition of goals, objectives, functions of the library, the ideological component was removed,
what is reflected in the "Law on librarianship"
The most important task of the library
the objective of ensuring freedom of access to information was recognized.
The principles of the relationship between the reader and the librarian were comprehended in a new way,
the dialogical nature of their communication is emphasized, etc.
The new textbook for the first time examined in detail the role of the library in the development
personality. Library service
Shaposhnikov A.E. Library Service for Readers - Program ... Project. - M.: MGIK, 1991.
Library Service: Theory and Methods: Textbook / Ed. AND I. Eisenberg. - M.: Publishing house
MGUK. 1996. - 200 p.
„Federal law “On librarianship”// Inf. Bulletin of the Russian
library association. - St. Petersburg, 1995. - No. 2. - S. 9-28.
Evolution of the problems and terminology of the training course "Library Services"
living was considered in the context of the theory of socialization as helping the individual in solving
life problems, as a process that “strengthens” the personality by joining
information and reducing the degree of social tension in society by
providing equal opportunities to obtain the necessary information.
A significant place in the new textbook was given to the technology of library services and
Thus, the textbook "Library Services" solved the "problem of the moment" - reflected
new ideas about the role of the library in the life of society and the individual.
Of course, not all problems could be reflected in the textbook equally. This
the lack to a certain extent makes up for a significant range of textbooks and printed
specialists - teachers of industry universities of the country:
- Aleshin L.I., Dvorkina M.Ya. Library service using
computer facilities. - M.-MGUK, 1995.
- Azarova V.A. Reader Service: Professional Behavior Technique:
Monograph. - Samara, 1998.
- Bespalov V.M. Library activities to help creative development personality. -
M.: MGUK, 1997.
- Borodina V.A. Psychology of reading: Textbook. - SPb.: SPbGAK, 1997.
- Dvorkina M.Ya. Library Service as a System: Textbook. - M.:
- Zinovieva N.B. Information Culture of Personality: Textbook. - Krasnodar,
- Kreydenko B.C. Library service: Learning programs. Educational and methodical
materials - SPb: SPbGAK, 1997.
- Meizhys I.A. Socio-psychological foundations of library services:
Tutorial. - Nikolaev, 1994.
Introduction
- Melentyeva Yu.P. Library as an institution of personality socialization: Textbook. -
M.: MGUK, 1995.
- Shaposhnikov A.E. Library Service for the Disabled: A Study Guide. - M.:
works significantly
enriched the problems of library services. significantly expanded and
terminological system: along with the concept of "reader", the concept of
"user", "library subscriber", "consumer of information", which reflected the processes,
occurring in librarianship.
The concept of "library service" appeared; formed such areas of the library
services such as "library conflictology" and "library ethics"; new impetus
developed the concept of library services as a kind of therapy
("library therapy"); formed an idea of the main trends
reader activity of the Russian and world reader (“business reading”;
"compensatory reading", etc.); further development of the information society and how
consequently, strengthening the information function of the library contributed to the emergence
concept like " information culture personality"; along with previous
reading groups demanded considerable attention from new migrants, marginalized
the elderly, as well as businessmen, entrepreneurs, etc. The task of the library
service becomes legal and environmental information, socialization and
social adaptation of the reader.
A significant contribution to understanding the problems of the modern reader was made by the works of sociologists
to get acquainted and impartially evaluate
do a job foreign libraries, revitalization of international professional
contacts, as well as thanks to the publications of foreign colleagues who began to actively
translate into Russian
Today, Russian libraries enrich the process of library services for their
readers the best experience of foreign libraries, use the most effective
technologies, techniques that have become quite accessible.
The active use of computer technology in libraries contributes to changes in
the traditional library service process: new opportunities emerge
provision of documents and information, new services, new forms of service
(“virtual reading room”, “electronic document delivery”, etc.); changes itself
reader. Experts talk about the "new", "electronic" reader, etc.
The problems of library services also receive a constant impetus to development from
non-professional sphere, directly from society: organizations such as the UN,
UNESCO and others, setting certain tasks for the world community, actively
involves librarians in their solution
Helping to expand their scope
activities and the formation of new areas of library services, as well as
the emergence of uniform standards of user service.
The trend towards the globalization of librarianship, the creation of a unified
world library, pre-
See, for example, Critical Thinking and the Library: Proceedings of the Russian-American Seminar
Billington J. American Public Libraries in the Information Age: An Enduring Goal in
periods of change.//Library and reading in a situation of cultural change. - Vologda, 1998 -
Asherwood B. The ABC of Communication, or Public Relations in the Library / Per. from English. - M .: "Liberea",
See. for example. UNESCO Information for All Programme.
Introduction
providing a range of services, i.e. library services, to any user, wherever he
neither was.
foreign library and library and information schools of foreign countries,
one of the leading ones. For example, American colleagues are constantly improving it by studying
library practice, evaluating the effectiveness of innovations and improvements.
Library service curricula are primarily practical
character. The focus of developers is, as a rule, some relevant
problem - e.g. information literacy or library services
disabled people, or library services for the elderly - and which students should
learn to decide
Thus, it is obvious that the problem of library services is constantly
becomes more complex and deeper. It is clear that no textbook is able to "keep up" with the changes
reality, but it must provide the fundamental basis that will help the young
specialist to solve the professional tasks facing him
Theoretical and legislative foundations of the library
service
1.1. The concept of "library service".
Basic concepts of library service
- Ideological.
- Pedagogical (educational).
- Educational.
- Socializing.
- Informational.
Library service is the most important generic function of a library. It is the appearance
figures of the reader, satisfaction of his needs - that is, service - and makes
a library a library, otherwise we can only talk about a book depository,
bookstore, etc.
the idea of the role of the library changed at various stages of the development of society. AT
different periods, the emphasis was placed on the "propaganda-
de... printed works»
as the most important task of this process; then (in the 1990s)
"meeting user needs"
; most recently
specialists consider library services as an activity aimed
to provide information requests of users (readers, subscribers, customers)
both directly in the library and outside its walls.
The library service process can be thought of in two dimensions.
Firstly, it can be considered as a social process, that is, having a certain
"super task", based on the belief that library services lead to
to some social impact and change both for the individual and for
various social groups of the population and for society as a whole, and Secondly, - how
technological process, which implies “a sequence of actions (operations,
procedures) of the librarian .. aimed at providing the user with a certain
The challenge, however, is to synthesize all available knowledge and see
library services as a single holistic phenomenon.
It is known that the main indicators (goals, objectives, directions) of the library
services, and especially the “super tasks” set before it by society are determined
historical situation, sociocultural processes occurring in society, and,
first of all, the relation of society to the individual and, consequently, to to the reader which
dominates in this period of time in the public consciousness.
Thus, at the basis of one or another library service concepts, adopted in
society in a certain
Theoretical and legislative foundations of library services
ny period of its development lies relation to the reader that is, one or the other concept
reader.
A study conducted by V.Ya. Askarova shows that throughout the whole time
development of Russia as a reading state (X-XX centuries) “there were difficult, often
interacted in conflict four concepts of the reader: conservative-
protective, liberal, revolutionary-radical and commercial"
Each of these concepts has gone through a certain development path.
At different time periods dominant became the one that is most complete
corresponded to the social and socio-cultural situation in the country: for example, during the period of liberal
reforms (for example, during the liberal policy of Alexander the Great) actively
the liberal concept of the reader was formed and dominated; during periods of reaction
"compression of freedoms" strengthened its positions to onserva tivno-protective to concept, etc. . on
Each of these to concepts defined goals, tasks chi and "over-ass chu » bib lyauté much
serving ani i to a cat sensible read spruce, t like the entire population of the country.
Each of the names data to he ceptius relies on filo sophic theories of personal development sti,
play theory italy and pro illumination, educate and those flax is valuable knowledge and t . d.
research ani i'm showing cabins , what the chats in With ex four k onts epsions have already arisen is in fact
along with the emergence of Russian og about reader. Bo more fully they have issued in the 17th - 19th centuries.
and ok oncha since shapers ali in the XIX-XX centuries.
To conservatively-o store linen to onts reader option takes its toll chalo since ancient times
Russia, which received "the energy of Christian og about education", including book oh from
Byzantium. T thin layer acquired puppies to the bookstore eh tour (primarily oh spirit sheep,
princes) determined
regu readership oh active sti and s book lecture oh flow a.
G the essence of the oh to concept cheat a body: attitude towards the reader to a to to about the object is brought up ania;
division of books into "true, useful" and "lo zhenye, harmful "; about conversely putting knowledge and
faith, morality; attitude towards reading dk ont role activities.
To he is with erva tivno-protective to the concept of everything Yes, present in Russian ohm
general essentially m conscious on Ray silt new then lchok to development in s mid 19th century At this from perio d
she was powerful supported a to he is with erva active thinkers. With the names of K.N. Leontiev,
K.P. Pobe dono stseva and other sv yazany art ideas l irov research institutes of Russia from "rast lazy" in liya
West, oh X about dimo sti "freeze" temper venous soil at R about ssi, against about active be
naro bottom of images ania as “promoting rotation." Education, reading before false
was to serve peace b lago-intentionally you, preda no sti monarchy, sleep
pa t riotise ma and religious morality sti. Christian about e in appreciated higher than
knowledge. To onserva tori active in interfered with the content of the reading. Framed ah Scientist
to People's Committee about pro light was formed by the Special department, to about who was engaged
official hands vodst vom reading through before stato ch hard to ed control Telsk oh,
books oras simple ranitelsk about y, bib whether about those chnoy, shk solo activity sti.
T a kim way m, to n serv at willow-ocher nit e linen to onts cheat option and those la was sent and on
co temple opinion of the people bottom consciousness into spirit e right glorious valuable stey, on the pre perversion
naro bottom of disobedience.
Modern Research ately, seeing a certain positivity special moment oh theory in desire
general stabilization stva, in strengthening the people bottom of morality tea in general her
futile is both due to inconsistency with social dynamics, and due to oh what
the principle itself conservation is contrary to lodges en constantly changing flowing, fast mouth current
Theore tic and legislative flax e basics biblio those full service
PROBLEMS OF MODERN EDUCATION
2012, №1, 68-72
1 EVOLUTION OF UNDERSTANDING OF ESSENCE OF READING
Melentyeva Yu.P.
Head of department Science Center studies of the history of book culture of the Academic Publishing and Data Center "Science" of the Russian Academy of Sciences, Doctor of Pedagogical Sciences, Professor, Deputy. Chairman of the Scientific Council for the problems of reading RAO
Melent'eva Y.P.
Chief of department of the Center for the study of book culture Akademizdatcentr “Nauka” of the Russian Academy of Sciences,
Deputy chairman of Scientific Board of the Russian Academy of Eduction on the problems of reading Doctor of Science (Education), Professor
Annotation. The article considers reading as the most complex multifaceted phenomenon, the roots of which go back to the depths of civilization. The evolution of understanding the essence of reading in different eras (Antiquity, Middle Ages, Renaissance, Enlightenment, Modern times) is analyzed. It is argued that understanding the essence of reading is extremely necessary for everyone who is engaged in its promotion, because. allows you to build the right strategy for introducing reading.
Abstract. Article views reading as a complex, multi-aspect phenomenon, with its roots dating back deep in the past of our civilization. The evolution of the understanding of the essence of reading (in the Ancient world, Middle ages, Renaissance period, Enlightenment period and modern time) and the reasons for the change in it are analyzed. The author assert that the understanding of the essence of reading is extremely important for everyone involved in promoting reading, since it allows to develop an effective strategy of attracting readers.
Keywords Key words: reading, essence of reading, types of reading, antinomies of reading, promotion of reading.
Keywords: reading, essence of reading, types of reading, antinomies of reading, promotion of reading.
Interest in the problems of reading, which is observed today both in the professional environment and among the general humanitarian community, is directed, as a rule, to the analysis of modern reading indicators and their comparison with the situation in the past of their own country and other countries.
Meanwhile, in order to correctly assess the current state of reading, and to foresee the trends of its development in the future, and to develop methods for attracting various categories of potential readers to reading, it is necessary to study the nature of reading itself as a most complex multifaceted phenomenon, understand its essence, and comprehend the actual scale of this phenomenon. which, on the one hand, has the deepest roots in the depths of civilization, and, on the other hand, serves as one of its foundations.
Understanding the essence of reading (from the Latin “essentia”) (according to Aristotle - “Essence is that constant that the mind comprehends in existence as its certainty”) - developed over many centuries and had its own characteristics in different historical eras.
1 The article was written with the support of the Russian Humanitarian Foundation. Grant 10-01-00540а/B.
The first attempts to comprehend the essence of reading were made both in the depths of the eastern and in the western developing in parallel with it.
(since the period of Antiquity) civilizations.
In general, there are three main concepts of reading, in which its essence is defined as:
Knowledge of God (divine truth);
Knowledge of the world and the place (role) of a person in it;
Man's knowledge of himself.
The roots of all these concepts stretch back to ancient times, where they are intertwined so closely that it is difficult to separate one from the other. All these concepts existed (and exist today) in parallel, prevailing in one or another period of the development of civilization. Each of them constantly developed, became more detailed, finding more and more evidence of the correctness of its understanding of the essence of reading, sometimes came to the fore, sometimes receded into the shadows, depending on the situation.
At the same time, it is possible, although with a sufficient degree of conventionality, to trace their evolution and in what historical periods any of these concepts prevailed.
Thus, the understanding of the essence of reading as a way of knowing God prevailed in all primitive societies, in the most ancient eastern (Muslim, Jewish, etc.) civilizations, where reading was considered as a sacred mediative practice.
In Europe, this concept was especially strong during the Middle Ages. In this period, the scope of European reading includes only those books (texts) that are necessary for understanding the Main Book - the Bible.
It should be noted that in Russia such an understanding of the essence of reading existed for almost seven centuries (X-XVII centuries), when the circle of reading was exclusively liturgical literature.
Since “knowledge of God” involved not only reading the text, but also following the “Laws of God”, this concept also considered reading as a way of acquiring virtue, moral qualities that adorn the soul; as a way to comprehend the Truth.
On this basis, an ethical approach to reading as a moral pursuit contributing to spiritual perfection, religious education.
It should be said that reading "worldly" books with such an understanding of the essence of reading was considered a digression and was not welcomed. At the same time, already in the Middle Ages, some scientists and thinkers of that time (for example, P. Abelard) treated reading (text) more freely, departing from the established indestructible tradition of “honoring the text”.
Adherents of this so-called. "critical reading" formulated their positions as follows: "to be able to separate sophism from true evidence"; “not to be afraid of freedom of opinion”; "not to be accepted as certain, but to be understood as certain."
Thus, already in this period, there is a tendency for the desacralization of reading, which intensified significantly with the advent of the first universities in Europe. The nature of reading, especially educational reading, acquires a pragmatic character, and the essence of reading is seen, first of all, in the knowledge of the world.
Later, the Renaissance, overcoming the traditions of the Middle Ages and relying on the ancient tradition with its humanitarian coloring, with its inherent cult of Knowledge and Personality, clarified the understanding of the essence of reading, seeing in it a means not only of knowing the world, but also of a person’s place in it.
Developing this idea of the essence of reading, the Renaissance raised the idea of it to a new - pedagogical, educational - level: reading began to be considered as a means of developing the capabilities of the person himself, his personal improvement through turning to reading.
The invention of I. Guttenberg made the book and reading much more accessible than before. The production of inexpensive (primarily educational) books arose. The circle of published books and the circle of their readers is expanding enormously. Now reading has entered the economic system, where the book has become a commodity. The stratification of reading into "elitist" and "mass" begins; there is a differentiation of the readership according to the directions and topics of reading, according to the goals of reading, according to reader preferences.
Reading is built into the scientific knowledge of the world, into the process of secular (first - humanitarian, and then technical) education and training. Reading is becoming an integral part of education and science. Modifications of business and educational reading are being actively formed.
The social prestige of reading is also growing; in educated circles, the ancient tradition of creating a personal library is being revived. There is an understanding of the social significance of reading, which is further developed in the Enlightenment.
During this period, the essence of reading is seen, first of all, in helping the mind, understood very broadly. The understanding is being strengthened that reading should be beneficial, to get rid of ignorance. Reading is considered as an element of scientific and cognitive activity.
The same understanding of the essence of reading is preserved in modern times (XVII - XVIII centuries), with its rationalism and pragmatism, when more and more special, scientific literature is published.
Encyclopedists considered reading as a means of accumulating, preserving and transmitting social (that is, beyond the scope of a single individual consciousness) experience. They, perhaps for the first time, closely associate reading with social action: individual development through reading should serve the common good (D. Diderot). “A good essay is one that enlightens people and affirms them in goodness; bad - thickens the cloud that hides the truth from them, plunges them into new doubt and leaves them without moral rules, ”F.-M. Voltaire.
In the Age of Enlightenment, the main task of reading was the destruction of ignorance in all spheres of life. It can be argued that the understanding of the essence of reading as a means of knowing the world and a person’s place in it has been prevailing for a long historical time and remains so until now, when both the concept of “world” and the concept of “knowledge” have become extremely complicated, deepened and expanded. This concept closely links reading and education, which gives it the character of a socially useful phenomenon, i.e. connects reading with the solution of pedagogical, social and state (and hence ideological) tasks.
Thus, during this period, the social and pedagogical components of the essence of reading are realized.
This concept considers reading, first of all, as a rational, intellectual process, which has only a minimal degree of individual characteristics.
However, as a counterbalance to this purely rational understanding of the essence of reading, from the 18th century. understanding of the essence of reading and as an individual creative act is gaining strength.
The origins of this understanding are rooted in ancient (ancient and eastern) ideas about reading as a way of self-improvement of the individual, as an ethical and spiritual communication.
Based on these ideas, scientists of that time, first of all, I. Kant sees the essence of reading in promoting the development of a person's inner spiritual culture.
According to the general concept of cognition and activity of I. Kant, reading is a free creative act in which the most complex synthesis of the sensual and the rational takes place with the help of the power of imagination, understanding, comprehension, which, of course, has the character of not a passive, but a creative reflection of the text.
I. Kant puts the reader at the center of reading, seeing in the co-creation of the reader necessary element reading. The reader, while reading, does not reflect the world, but creates it. At the same time, the perception of the text by the reader is not always adequate to what the author put into it. Therefore, according to I. Kant, reading is a “thing in itself”, a noumenon, it always has an unknowable remainder.
The deep essence of reading is associated by I. Kant with the fact that it (reading) cannot be considered as an act of full consciousness; with the fact that all outwardly observable forms of reading are only weak manifestations of its existential depth; with the fact that as a free creative individual act, reading does not necessarily set practical goals.
Thus, an aesthetic model of reading is being formed, where the essence of reading is the promotion of the development of the inner, spiritual world of a person.
In the 19th century with the beginning of the development of capitalist relations in Europe, literacy becomes widespread, and reading becomes a daily activity. Its sacredness as a highly spiritual activity is noticeably reduced. Active formation during this period in society, on the one hand, of the economic, political, spiritual elite, and, on the other hand, of the people
mass, the so-called "factory goods", "spiritual mob" leads to the final formation of two reading cultures: "elitist" and "mass", the first symptoms of separation of which were noticeable in ancient times.
The beginning of the 20th century, when not only a political, economic, but also a spiritual crisis was clearly felt throughout Europe (including Russia), became an era of self-expression, when the whole culture in itself broad sense, and above all, literature has focused all attention on the inner world of man. Reading during this period became the most important way for a person to know himself, i.e. the essence of reading was defined as a person's knowledge of himself.
During this period, reading, on the one hand, becomes commonplace, on the other hand, highly intellectual (“Reading is the communication of lonely geniuses”; “Reading is the search for oneself in others”).
It is impossible not to see that the roots of such an understanding of the essence of reading are rooted deep in history and are associated with the understanding of reading inherent in ancient society as a spiritual practice, a way of self-improvement that brings a person closer to God.
Thus, depending on the understanding of its essence, three types of reading can be distinguished:
1) Ethical (educational, developing, cognitive);
2) Utilitarian (pragmatic, functional);
3) Aesthetic (emotional, creative, existential).
Obviously, the essence of reading is an extremely complex entity.
In various historical epochs, the ethical, the socio-pedagogical, the cognitive, the utilitarian, the creative, the existential side of the essence of reading came to the fore.
However, speaking about the essence of reading, about its value for the ethical, intellectual, aesthetic, spiritual, intellectual development individual and society and the importance of solving problems associated with the task of introducing as many people (children and adults) to it, it would be wrong not to touch on the problem of a negative (or rather skeptical) attitude towards reading.
Opponents of reading proceed from the fact that not every book carries really valuable knowledge, is talented, is truthful. It is worth noting that the understanding that not everything needs to be read, what is written, was already inherent in Antiquity.
There are antinomies 2 in understanding the value of reading: on the one hand: “A person stops thinking when he stops reading”; on the other - "Reading other people's thoughts prevents the birth of their own"; on the one hand, “reading” as a positive characteristic of a person; on the other hand, “reading out” as a trait of a person who has become detached from reality.
F-M. Voltaire pointed out the "terrible harm of reading." F. Bacon spoke about the possible negative impact of reading, if you do not learn undistorted understanding. A. Schopenhauer argued that “When we read, another thinks for us; while reading, our head, in essence, is the arena of other people's thoughts. The modern philologist, writer, thinker U. Eco admits that “we have a too lofty idea of a book, we willingly idolize it. But in fact, if you look closely, a huge part of our libraries are books written by people who are completely untalented ... ".
M. Proust, pointed out that “reading brings a person closer to spiritual life, indicates the existence of this sphere, but it is not able to lead us inside; reading is on the threshold of spiritual life.
It is impossible not to see that some books carry the strongest charge of hatred (“ mein kampf and many others of this kind).
2 Antinomy (from the Greek “contradictions”) is a situation in which contradictory statements about the same phenomenon, object have logically equal grounds. Their truth or falsity cannot be justified within the framework of the accepted paradigm. I. Kant explains antinomy as a contradiction into which the theoretical mind falls with itself when it relates the idea of the absolute to the world as the totality of all phenomena. It is known that I. Kant formulated a number of fundamental antinomies of a moral, religious and aesthetic nature.
3 According to I. Kant, we know about Space. Time, Matter, etc. only as about phenomena (phenomena), but we do not know anything what “things-in-themselves” (noumena) are. "Thing-in-itself" is also Reading.
Some research has linked heavy reading to insanity, suicide, and so on. It is impossible not to notice the duality of the essence of reading as a social phenomenon: on the one hand, reading contributes to the formation of moral and competent people, which is necessary for the state for moral, economic and political development, and on the other hand, reading stimulates free-thinking and independence of the individual, which affects stability. state system.
Undoubtedly, free reading contributes to the formation of a free individual, his own position, which in authoritarian societies is corrected by the introduction of censorship and the formation of such a circle of reading that corresponds to officially accepted values.
Thus, it is necessary to understand that, like any other phenomenon, reading does not carry the absolute category of Good.
As a means of obtaining information, as a means of communication, as a means of understanding and cognition, reading is ambivalent. A positive or negative charge is given to it by the intentions of the reader (and writer). And also - let's add - a recommender. Therefore, it seems that knowledge about the essence of reading and its evolution is extremely necessary for those who are engaged in its promotion, because. allows you to build the right strategy for introducing reading to a person who is at different stages life path and experiencing the need for "different reading".
Obviously, in the modern electronic, network, computer era, the understanding of the essence of reading is deepening. In a situation of expanding the visual possibilities of learning, communication, it (the essence) acquires a certain special character, because it must be recognized that reading remains the only way to become familiar with world knowledge (science, culture) and experience (intellectual, emotional, pragmatic) recorded in writing on any medium - parchment, paper, screen. This is precisely the essence of reading today (the “super-essence”), which has yet to be deeply comprehended.
Bibliography:
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Internet journal "PROBLEMS OF MODERN EDUCATION"
Melentyeva Yu.P.Textbook. - M., 2006. -256 p.
The textbook examines the historical, theoretical, methodological, technological and organizational aspects of library services; reveals its current state. For the first time, an attempt was made to present library services not only in the context of Russian reality, but also as a global professional process taking place in the context of the formation of a "single world library". The main task of this textbook is to form a new generation of broad professional views, modern professional thinking, along with knowledge and respect for the achievements of their predecessors.
Content
Foreword
Introduction
Evolution of problems and terminology
training course "Library Services"
Theoretical and legislative foundations
library services
The concept of "library service". Basic concepts of library service
Purpose, tasks and principles of modern library service in Russia and world practice
Modern legislative framework
library services
library service as
sociocultural process. Reader
and the librarian as its active participants
Reader (User) as Contributor
library service process
The librarian as a participant in the process
library services
Library communication
in the process of library service
Socially sound priority areas of library services in Russia and other countries
Technology and organization of the library
service: basic provisions and concepts
The concept of "technology of library service". Basic elements of library service technology
Library Service Technology
individual information
interests and requests
Technology for providing basic library services to various reader groups and contingents
Organization of stationary
and out-of-station library
services in traditional
and new structural divisions
Libraries: Russian and World Experience
library service
remote user: the experience of Russian
and foreign libraries
Conclusion
balization as the main trend
content and technology development
library services
Attachment 1
List of sample questions for the course
Annex 2
Approximate topics of term papers and theses
List of used literature
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