Head of the Department of Reading Problems, Scientific Center for Research in the History of Book Culture Russian Academy Sci. Doctor of Pedagogical Sciences, Professor. Honored Worker of Culture of the Russian Federation.
Deputy Chairman of the Scientific Council on Reading Problems of the Russian Academy of Education. Vice-President of the Russian Reading Association. Member of the editorial board of the journal. “Library Science” (2000-2005); Member of the editorial board of the journal. "Bibliosphere" (Novosibirsk); Member of the editorial board of the journal. "Bibliography"; Member of the editorial board of the journal. "University Book"; Member of the editorial board of the journal. "Modern Library"; Member of the Academic Council for the defense of dissertations of the Moscow State University of Culture and Culture; Member of the Academic Council for the defense of dissertations of the Moscow State Academy of Printing; Member of the Academic Council of the Russian Book Chamber.
One of the leading Russian librarians. Her theoretical works largely contribute to the formation of the professional worldview of a modern thinking librarian. Her contribution to the study of the history of reading traditions in Russia and the determination of the characteristics of modern reading culture is especially great.
As a teacher, MGUKI has formed more than one generation of librarians and researchers now working in libraries in different regions of the country.
Member of the Council of the Russian Library Association (1999-2005), head of the Round Table “Communication and Professional Ethics of a Librarian” (1999-2007)
She made an invaluable contribution to the creation of the first edition of the “Code of Professional Ethics of the Russian Librarian” (1999), organizing at the Russian Library Association Round table“Communication and professional ethics of a librarian.”
ArticlesMelentyeva Yu.P.
Object of modern library science[Library science. 2004. No. 6. P.26-31 ]
Defining the object of library science, as is known, is one of the most important and still controversial problems of our science.
Ascent of knowledge from empirical level to the theoretical allowed already at the beginning of the 20th century, in the pre-October period, to offer basic ideas about the essence of library science as an independent science and about the object of library science. This was done by S.D. Maslovsky, K.I. Rubinsky, V.A. Stein, L.B. Khavkina et al. 1
The history of the issue shows that, in fact, for almost a century there has been a confrontation between two positions: the understanding of library science as the science of the library (interpreted more or less broadly) and the concept of library science as the science of library activities (library activities).
The idea of a library as an object of industrial science was put forward by L.B. Khavkina 2. She viewed the library “as a specific organism, which is composed of three elements: the book, the librarian and the reader.” This approach for the first time gave an understanding of the systematic nature of the object of library science. Later, the views of L.B. Khavkina were developed by other researchers, for example A.V. Klenov, who considered it necessary to actively study the cause-and-effect relationships between the structural elements (book, librarian, reader) of the object of library science.
During the same period, a very promising, in our opinion, modern-sounding concept of library science “as a science, the purpose of which is to study librarianship in conditions of historical development society in connection with economic, social and cultural processes” (K.I. Rubinsky). He saw in the library an organism obeying the general laws of life.
After the revolution in Russia, as is known, a fierce ideological struggle began, which could not but affect the determination of the status of many sciences of a social and humanitarian nature, including library science.
During the 1930-1950s. A discussion took place, then flaring up and then fading, during which “Soviet” library science was contrasted with “bourgeois” and was defined as a class, ideological science.
In fact, during this period the possibility and necessity of studying the essence of library activity at the theoretical level was rejected, “since there is a system of views of the classics of Marxism on the book and the library.”
And although in the 1960s. the situation softened, it was against this background that the well-known discussion of 1976-1979 took place, which opened with an article by A.Ya. Chernyak. Based on the experience of predecessors, A.Ya. Chernyak defined the object of library science as the “book library reader” system, emphasizing its open nature and demonstrating a broad humanistic and cultural approach to understanding the essence of library science.
The main opponent of A.Ya. Chernyaku became Yu.N. Stolyarov, who completed the construction of L.B. Khavkina as the fourth structural element and defined the library as an object of library science as a four-element structure: “book librarian reader material and technical base.”
The main provisions of this concept are widely known.
The inclusion of the fourth element “material and technical base” in the concept was apparently determined by the fact that during the years when the concept was created (19701980), the technical capabilities of libraries underwent significant changes: technical progress also came to libraries, and this phenomenon should was to be meaningful.
It should be said that the library community of that time generally recognized the concept of Yu.N. Stolyarov, since the term “library” as a generalizing one, as a fundamental concept, was richer in content compared to other terms that were also proposed by the discussion participants to designate the object of library science: “library science” (K.I. Abramov, N.S. Kartashov, G.K. Kuzmin); “library system” (G.A. Zhidkov). These concepts can only be considered as partial in relation to the term “library”.
Nor did it receive significant support, going back to the views of K.I. Rubinsky's idea of M.A. Konovalova and A.I. Stop about “library activity” as an object of library science.
However, even at that time it was obvious that the concept of Yu.N. Stolyarova is not flawless.
The weak point of this concept, in the opinion of its critics, was that, firstly, in this concept the object and the subject of research merge into one: according to the author of the concept, the subject of science is nothing more than an abstract reproduction of its object 3, which is very controversial and, according to other researchers, significantly narrows the substantive field of our science 4 .
Secondly, the concept lacks the “control” element. “Its absence means that the library cannot be classified as a managed object. Meanwhile, both the library and librarianship are managed objects, otherwise they could not function” 5.
Thirdly, the “material and technical base”, named as the fourth structural element, is not specific to the library, since it is obvious that any institution has it, be it a school, a store, a bathhouse, etc. 6
In addition, we note the inaccuracy of the definition of “material and technical base”: after all, strictly speaking, the library’s collection can also be attributed to the material and technical base of the library.
Fourthly, over time it became obvious that the author’s further clarification of this “quadriga”: instead of “book librarian reader material and technical base” “document staff user material and technical base” made the entire definition of the object not specific to library science as a whole, since the document, user, MTB and staff are characteristic of both the archive and the bookstore, museum, etc. The author, however, did not see his own mistake in this substitution, but concluded that the library is part of the documentation system, and therefore, library science is part of “document science” 7.
Today it is increasingly clear that there are many more differences than similarities between a library, an archive, a museum and a bookstore. Often united in the historical past, the library and museum are now increasingly diverging.
We can add the following fifth argument against the definition of the object of library science given by Yu.N. Stolyarov, namely: the definition of a library as an object of library science as a four-element structure takes beyond the scope of library science such a type of library as personal libraries, which are a very noticeable part of the culture of any country 8. Meanwhile, just as personal art collections cannot be excluded from the context of museology, personal libraries cannot be taken outside the scope of library science 9. Moreover, all librarianship began mainly with personal libraries, and the fate of personal libraries can be very bizarre and often have a very significant impact on the development of the entire librarianship: the most famous example of this is the library of Count N.P. Rumyantsev, which became the basis of the Russian State Library.
The same reproach can be applied to a new type of library - electronic. They also do not “fit” into the design proposed by Yu.N. Stolyarov.
Thus, in Lately It is becoming increasingly clear that the definition of the object of library science needs to be rethought.
It is obvious that modern library science should no longer be satisfied with a concept that, in fact, denies library science independence, considering it as part of an unknown documentology 10, denies even the independence of the “librarian” profession 11, and leaves out the most important areas of librarianship, such as , such as library management and library networks, the formation of a professional press and professional consciousness, social, partnership and international cooperation of libraries and much more. The entire living essence of a modern, actively developing library remains outside the scope of this concept.
This concept does not stand up to the tests of changes that have occurred in connection with informatization; the emerging electronic environment in all its complexity does not “squeeze” into the proposed rigid scheme.
The documentation paradigm of library science, the position of which the author of the existing concept insists on, is in sharp contradiction with internationally accepted ideas about the library as an information institution.
Therefore, by the way, the real strengthening of the information concept of the library 12, including through active use the term “information” seems to the author dangerous for the development of library science 13, although it is quite obvious that the new terminology does not arise by chance, it has its own logic of development, reflects reality and is poorly regulated from the outside.
Reproaching modern researchers for being too complacent to “informatics,” the author of the concept (and this is very significant!) considers it positive that in the 1960s, library scientists “resisted” in the discussion with the nascent computer science and did not move towards a convergence of positions 14 . Meanwhile, there is another understanding of that now distant situation “it is enough to recall the damage that the library system of the USSR suffered as a result of the subjective 15 confrontation between librarians and information scientists, which lasted from the 1960s. until about the 1990s, its echoes are still felt today” 16.
It is strange that, speaking about the danger of the dominance of the term “information” for the development of library science, Yu.N. Stolyarov does not see a danger for our science in the dissemination of the terms “documentary”, “documentary”, “documentological”, as well as arguments that library science is only a part of documentology, that a librarian is not a profession, but a specialty profession "documenter".
Thus, it is obvious that it is not library science that is “in danger,” but the concept of library science proposed by Yu.N. Stolyarov, which objectively increasingly hampers the development of science.
There is nothing surprising in the fact that some theories die out, giving way to others: this is exactly how scientific knowledge moves.
Today, when a library is not only “a book, a reader, a librarian and a material and technical base”, but also information Technology, and management technologies, and social connections of the library, and professional communications and much more, when the library is a complex, self-organizing, non-linearly developing organism, a relatively independent part of which is also part of a more complex whole, this is already understood by many: “For library science to be considered completely “equal” science, it is necessary to bring it to the level of modern scientific requirements, to rethink its components, scientific tools in a new, changed situation. It is necessary to explore and show how the object of library science, its subject, has changed, how the laws of this science, methods, and methodology itself have changed" 17 .
It should be noted that such studies are already appearing. Increasingly, works are emerging in which the library is viewed as a complex, living organism 18 changing the status and meaning of its existence 19 before our eyes. Of significant interest are the concepts of V.P. Leonova, M.S. Slobodyanika, A.M. Stakhevich, A.S. Chachko et al. 20
So, V.P. Leonov proposed to consider not the library, not librarianship, but the library process as an object of library science; 21 the understanding of other St. Petersburg scientists who propose returning to understanding library activity as an object of library science is close to this. These approaches seem to be very productive for the development of the theory of library science, although it is rightly noted that neither the library process nor library activities can be the object of library science, since they take place within the framework of another object - the library 22.
Very interesting observation by V.P. Leonov about the “double life” of the library, about its deep connection with the culture and history of the country and the world 23, about the library as a “symphony”, about Russian library culture.
With all their differences, all these concepts emphasize the need and necessity for the definition of the object of library science to reflect the integrity and dynamics of objective reality.
The problem of studying the library as a whole seems extremely important. By breaking the problem into parts, structural elements, fragments, it is possible to achieve complex tasks and objects seem to become more knowable, but we have to pay for this by losing our sense of connection in relation to the whole, our understanding of the behavior of complex systems in time and space.
It is interesting that the problem of studying the “whole” is also acute in other sciences close to library science, for example in book science: even M.N. Kufaev spoke about the need to study “the whole book” 24. How today, taking into account the rapid development of library practice, can the object of library science be defined?
It is known that the object of knowledge is a set of qualitatively defined phenomena and processes of reality, significantly different in their internal nature, basic features and laws of functioning and development from other objects of this reality.
Thus, as an object of knowledge it is necessary to consider a certain objective reality, and as its subject - those aspects and features of the object that are covered by the study 25.
For example, object historical science the entire set of phenomena of social life throughout the history of society. The subject of cognition is a certain integral set of the most essential properties and characteristics of the object of cognition, which is being studied.
If the object of cognition is a reality independent of the cognizing subject, then the object of cognition is a part of this reality that is highlighted or attracts his attention.
Based on these general methodological provisions, it can be argued that the object of knowledge in library science is “the evolution of the 26 library in space and time,” and the subject of knowledge is a part (time period, direction of activity, process, etc.) of this reality.
As a result of evolution, a new qualitative state of the object arises. The object is considered, firstly, from the point of view of its internal structure: not as a mechanical set of individual elements, connections, dependencies, but as an organic combination of them, as an internally connected and functioning whole. Secondly, from the point of view of the process, i.e., the aggregates and historical connections and dependencies of its internal components that follow each other in time. Thirdly, from the point of view of identifying and recording qualitative changes in its structure as a whole. Fourthly, from the point of view of revealing the laws of its development, the laws of transition from one historical state of an object, characterized by a certain structure, to another historical state, characterized by a different structure 27.
Thus, the evolutionary approach preserves the substantive richness of the term “library” and, at the same time, through the introduction of the concept of “subject of research”, it makes it possible to significantly expand the field of research and remove the static nature of the current definition of the object of library science.
Defining the object of science as “the evolution of the library in time and space” allows us to introduce into the process of study and see in dynamics all new phenomena, technologies, trends, etc. that arise in reality, as well as temporal and spatial transformations of the library as a social institution, as parts of Russian and world culture, etc.
The library is understood as a complex multifunctional social institution, non-linearly developing both intensively (under the influence of the wider social environment, the results of related sciences and fields of knowledge) and extensively (under the influence of internal forces).
Today, a serious library scientist is interested in studying not so much the individual structural elements of a library and the connections between them, but rather understanding the library as a “whole,” a global metatext, as part of a common cultural space, and determining its place in society, in Russian and world culture, history, and the universe. knowledge, in philosophical concepts, and finally, in the life of an individual; define the concepts of “Russian library culture”, “domestic and world library thought”, “philosophy of library science”, etc. It is quite obvious that these concepts do not correlate well with the existing definition of the object of library science, which, by the way, has not only theoretical, but also purely practical consequences, for example, the topics of dissertations, as a rule, the most striking, do not fit into the concept of a library as a 4-element structures are easily rejected by some scientific councils under the pretext of inconsistency with the object of science.
Defining the object of library science as “the evolution of a library in time and space” noticeably expands and deepens the field of a library scientist, opens up new horizons for the scientist and is more responsible modern level scientific knowledge in general, as well as the needs of library practice, which is in dire need of understanding.Notes and list of references: 1 See: Lukashov I.V. Russian library science at the turn of the XIX-XX centuries. Formation of views on its structure / I.V. Lukashov // Russian library science: XX century: Directions of development, problems and results. Monograph experience. research / Comp. and preface Yu.P. Melentyeva. M.: Grant-Fair; Publishing house "Pashkov House", 2003. P. 925. 2 Khavkina L.B. Scientific development of library science issues / L.B. Khavkina // Proceedings of the first conference scientific libraries. M., 1926. P. 2933. 3 Stolyarov Yu.N. Encyclopedic definition of library science / Yu.N. Stolyarov // Library science. 1998. No. 1. P. 57. 4 Khropach A.N. Processes of differentiation in modern library science / A.N. Khropach // Soviet library science. 1983. No. 3. P. 34-41. 5 Skvortsov V.V. The concept of the library in modern Russian library science / V.V. Skvortsov // Russian library science: XX century: Directions of development, problems and results. Monograph experience. research / Comp. and preface Yu.P. Melentyeva. M.: Grant-Fair; Publishing house of the Russian State Library "Pashkov House", 2003. P. 160. 6 Ibid. 7 But even if we accept this position as true, it is obvious that the object (or subject) of library science still remains unformulated! 8 See, for example: Brovina AL. Personal libraries of the Arkhangelsk and Vologda provinces in late XVIII beginning of the 20th century: Author's abstract. diss./ A.A. Brovina. M., 1987. 9 Although, of course, they can be considered from a bibliological perspective, as well as the collections (rare books, manuscripts, etc.) of public libraries. 10 Dobrovolsky V.V. Documentation or documentology: the end of the bibliological part of the discussion / V.V. Dobrovolsky // Librarianship 2004. Scientific materials. conf. M.: Publishing house MGUKI, 2004. P. 205-206. Dobrovolsky V.V. Book studies, Documentation, documentology: the failed Atlanta / V.V. Dobrovolsky // Ibid. P. 206-207. 11 Stolyarov Yu.N. repeatedly (for example, in his speech at the International Seminar for Teachers of Library Sciences at Moscow State University of Culture and Culture in 2002) he argued that “librarian” is not a profession, but only a specialty of the “documentator” profession. 12 The information paradigm of the library was developed by V.V. Skvortsov. He sees the library as “a holistic system that includes three main elements: 1) information in the form of publications, 2) the reader, 3) the librarian.” See: Skvortsov V.V. The concept of the library in modern Russian library science / V.V. Skvortsov // Russian library science: XX century. Directions of development, problems and results. Monograph experience. research / Comp. and preface Yu.P. Melentyeva. M.: Grand-Fair; Publishing house "Pashkov House", 2003. P. 161. 13 Stolyarov Yu.N. Library science is in danger / Yu.N. Stolyarov // Librarianship 2003: Proceedings of the conference. M.: Publishing house MGUKI, 2003. P. 27 29. Repeated in the publication “Bulletin of MGUKI” (2004. No. 1) 14 Ibid. P. 27. 15 Emphasized by author. Yu.M. 16 Skvortsov V.V. The concept of the library in modern Russian library science / V.V. Skvortsov // Russian library science: XX century. Directions of development, problems and results. Monograph experience. research / Comp. and preface Yu.P. Melentyeva. M.: Grand-Fair; Publishing house of the Russian State Library "Pashkov House", 2003. P. 161. 17 Nikonorova E.V. Vector of development of modern library science / E.V. Nikonorova // Library Science. 2003. No. 6. P. 22-28. 18 Afanasyev M.D. A library is a living organism and nothing in it disappears without a trace / M. D. Afanasyev // Library Science. 1999. No. 3. P. 98-107. 19 Gorchitskaya EL. Hani's status is changing. In the direction? /E.A. Gorchitskaya // Library. 2004. No. 2. P. 56-58. 20 See, for example: Leonov V.P. Library space. St. Petersburg, 2003; Stakhevich A.M. The university library as a living system... / A.M. Stakhevich // Libraries and associations in a changing world: new technologies and new forms of cooperation. Tr. conf. T. 2. M.: Publishing house GPNTB of Russia, 2003. P. 756-758.; Slobodyanik M.S. System-functional model of the library / M.S. Slobodyanik // Ibid. P. 759. Chachko A.S. Library science in the human dimension. Monograph / A.S. Chachko. Kyiv, 2002. 21 On the new paradigm of library science // Bibliotekovedenie. 1994. No. 4. P. 31-46. 22 Vaneev A.N. About the object of library science and methodological work / A.N. Vaneev // Scientific and technical libraries. 1992. No. 1. P. 28-30. 23 Leonov V.P. On the originality of Russian library culture / V.P. Leonov // Materials of the international bibliology conference. M., 2004. 24 Kufaev M.N. History of Russian books in the 19th century / M.N. Kufaev. M.: Publishing house of the Russian State Library "Pashkov House", 2003. P. 31. 25 Kovalchenko I.D. Methods historical research/ I.D. Kovalchenko. M.: Nauka, 2003. P. 53-56. 26 The term “evolution” (from the Latin evolutio deployment) in a broad sense denotes the idea of changes in society and nature, their direction, order, patterns; in a narrower sense, it defines the state of a system, which is considered as the result of more or less long-term changes in its previous state. 27 See more: Development as a regulatory principle. Rostov-n/Don: Publishing house Rost, university, 1991.
UDC 378(075.8):02 BBK 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 their specialty
071201 - Library and information
activity
Reviewers:
Shaposhnikov A. E., Doctor of Pedagogical Sciences, Professor of Moscow State University of Culture and Culture; Afanasyev M. D., candidate
pedagogical sciences, director of GPIB
Melentyeva Yu. P.
Library services: textbook / Yu. P. Melentyeva. - M.: “FAIR Publishing House”, 2006. -
256 pp. - (Special publishing project for libraries).
ISBN 5-8183-1208-9
The textbook discusses historical, theoretical, methodological, technological and organizational
aspects of library services; his current state. First attempt made
present library services not only in the context of Russian reality, but also how
a global professional process taking place in the context of the emergence of a “one world library”.
The main objective of this textbook is to form a new generation of broad professional
views, modern professional thinking along with knowledge and respect for achievements
predecessors.
378(075.8):02 BBK 78.38
ISBN 5-8183-1208-9
Melentyeva Yu. P., 2006 Series, design. "FAIR Publishing House", 2006
Preface
one of the most important disciplines studied in the process of obtaining a higher library degree
information education.
It examines 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
events that have occurred in our country and related professional changes: new
conditions for the functioning of libraries, a new attitude towards the individual and his
information needs and interests, recognition of free access to information
the basic value of a democratic society, etc. Students’ attention is also
for the first time, information related to the existence of a personal, private library as
a necessary component of the process of forming the user’s reading culture
public accessible library.
Preface
However, the fundamental novelty and difference of this textbook from all previous ones
this course is that for the first time an attempt has been made to present library
service not only in the context of Russian reality, but also as a global
professional process carried out in the context of the formation of a “united world
libraries."
Associated with this is a much more detailed study than has been done before.
international legislative acts defining the fundamental provisions
organization of library services in modern world, as well as wide
This approach seems 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 of
libraries in general and library services to users in particular
Pursuit
Russia’s entry into the “common European home” means recognition of standards and understanding
the need for their implementation in practice.
The main objective of this textbook is to develop a new generation of students
broad professional views, modern professional thinking along with
with knowledge and respect for the achievements of predecessors, understanding of one’s own
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 training course"Library service"
independent academic discipline.
" See, for example, Public Libraries in the Digital Age. PULMAN Project Recommendations
European Commission / Ed. L. A. Kazachenkova. - M.: FAIR PRESS, 2004. - 416 p.
Preface
Problems of library services are considered mainly on the example of public
libraries, since today their role is significantly increasing in all countries of the world: public
the library became available to the general public without any restrictions; she's the one
plays a very special role in the life of the local community, reacting promptly and
opportunities to influence changes in the social, and therefore in the reading 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 corresponds to the adopted State Educational Standard for Higher Professional Education of the second generation in the specialty
“Library and information activities.”
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 establishments were opened in St. Petersburg (Petrograd and Leningrad)
Kharkov, Moscow.
The Moscow Library Institute, designated as the head one, was created by Resolution
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 was developed
program “Methods of working with readers” (author Z.E. Luss)
In 1918, the Institute of Extracurricular Education with a book and library department was opened in Petrograd
extracurricular
Although the problem of creating stable textbooks in leading library disciplines is
work of the institute for 1940-1941.
However, the first textbook was published only in 1961.
Leningrad Library Institute
that peaceful life was interrupted by the Great Patriotic War, but also because it contributes to the development of science
in general and humanities, which included library science, in particular
ideology had the strongest influence. Ideological discussions of the 1930s, where it was given
“a decisive battle against bourgeois library concepts”, as well as a brutal
criticism to which the Moscow Library Institute was subjected in 1947 for
"weakening ideological struggle" and "admiration of 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 has softened somewhat.
However, of course, the content of the first textbook, but also the content of all subsequent
reissues
reflect brightly
"See ibid., p. 13.
Working with readers: Textbook for library institutes - M.: Sov. Russia, 1961 -239 p.
Later, its second edition was published: Working with Readers: A Textbook for the Bible. facts institute of culture. - 2nd ed.,
reworked and additional - M.: Book, 1970. - 352 p.
■* The oldest department... - P. 17.
Working with readers / Under. ed. V.F. Sakharov. - 3rd ed., revised and supplemented. - M.: Book. 1981. - 296 p.
Library service: theory and methodology / Ed. ed. AND I. Eisenberg. - M.: Publishing house MGUK, 1996 - 200
Introduction
processes occurring 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 objectives of working with readers and the principles of their service are determined based on
the prevailing theory of communist education during this period, set out in the works
K. Marx, F. Engels, V.I. Lenin and party documents, on the basis of which “any
a library, even the smallest one, is an ideological institution that helps
to 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", "propaganda of literature" are considered as
synonyms or very similar concepts that imply the active influence of the librarian on
reading activity of both children and adult readers, with the aim of imparting to their reading
"correct direction"
All three editions of the textbook strictly contrast the experience of Soviet and foreign
libraries, whose activities are viewed mainly in a critical manner.
At the same time, it is obvious that in the third edition of the textbook (1981), which remains, in general,
the same theoretical positions, yet the scope of the subject being studied is expanded. Yes, noticeably
the section devoted to the history of studying the Russian reader has been enlarged, more deeply and
Methods for studying readers are discussed in detail; significant attention is paid to theory
reading psychology; included a section on professional qualities
librarian; This is the first time that information services have been discussed.
All 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. Returning the names of L.B. Khavkina, A.A.
Pokrovsky; ON THE. Rubakin and other library scientists, who until recently
called “bourgeois”; some softening in assessments of foreign librarianship
and library science; revitalization of international contacts;
- the development of sociology, which for a long time was in the position of “pseudo-science”. Formation
such a field as the sociology of reading. Conducted during this period by the State
library named after IN AND. Lenin (now the Russian State Library) and other sociological organizations
research (“Books and reading in the life of small towns”; “Books and reading in life
Soviet village”, etc.) gave an idea of the modern reader, developed a methodology for his
studying for a new one
- the emergence of the first signs of the formation of the information society, awareness
the significance and value of information forced us to define for the first time the purpose of working with readers
“as the maximum satisfaction of reader demand”
As you know, in the late 1980s - early 1990s. there have been 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 educational materials for students.
curriculum for this discipline.
Introduction
But none of the presented programs
However, these developments were not in vain.
the title of the new textbook “Library Services: Theory and Methods”, which
published only in 1996, 15 years after the previous edition
a new understanding of the role of the reader as an active participant in the library process
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 reconsidered, and during numerous
discussions that took place during this period on the pages of professional publications, from
defining the goals, objectives, and functions of the library, the ideological component was removed,
which is reflected in the “Law on Librarianship”
The most important task of the library
the challenge of ensuring freedom of access to information was recognized.
The principles of the relationship between the reader and the librarian were understood 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 of
personality. Library service
Shaposhnikov A.E. Library services for readers - Program... Project. - M.: IPCC, 1991.
Library services: theory and methodology: 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. - P. 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 through familiarization with
information and reducing the degree social tension in society through
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 equally in the textbook. This
the deficiency is, to a certain extent, made up for by a significant range of textbooks and printed materials.
specialists - teachers of industry universities in the country:
- Aleshin L.I., Dvorkina M.Ya. Library service using
computer tools. - M.-MGUK, 1995.
- Azarova V.A. Serving Readers: Professional Conduct Techniques:
Monograph. - Samara, 1998.
- Bespalov V.M. Library activities to help creative personal development. -
M.: MGUK, 1997.
- Borodina V.A. Psychology of reading: Tutorial. - St. Petersburg: SPbGAK, 1997.
- Dvorkina M.Ya. Library services as a system: Textbook. - M.:
- Zinovieva N.B. Information culture of personality: Textbook. - Krasnodar,
- Kreidenko B.S. Library service: Learning programs. Educational and methodological
materials - St. Petersburg: SPbGAK, 1997.
- Meizhis I.A. Social and psychological foundations of library services:
Tutorial. - Nikolaev, 1994.
Introduction
- Melentyeva Yu.P. The library as an institution for the socialization of personality: A textbook. -
M.: MGUK, 1995.
- Shaposhnikov A.E. Library services for people with disabilities: Textbook. - M.:
work significantly
enriched the problems of library services. Significantly expanded and
terminological system: along with the concept of “reader” the concept began to be used
“user”, “library subscriber”, “information consumer”, which reflected the processes
happenings in librarianship.
The concept of “library service” appeared; such areas of library science have formed
services such as “library conflictology” and “library ethics”; new impulse
the concept of library services as a kind of therapy has been developed
(“library therapy”); an idea of the main trends has been formed
reading activity of Russian and world readers (“business reading”;
“compensatory reading”, etc.); further development of the information society and how
consequence, the strengthening of the information function of the library contributed to the emergence
such a concept as “personal information culture”; along with the previous ones
reading groups demanded significant attention from new migrants, marginalized people,
the elderly, as well as businessmen, entrepreneurs, etc. The task of the library
services becomes legal and environmental information, socialization and
social adaptation of the reader.
The works of sociologists have made a significant contribution to understanding the problems of the modern reader.
get acquainted and unbiasedly evaluate
improve the work of foreign libraries, enhance international professional
contacts, as well as thanks to publications of foreign colleagues who began to actively
translate into Russian
Today Russian libraries are enriching the process of library services for their
readers with the best experience of foreign libraries, use the most effective
technologies and techniques that have become quite accessible.
The active use of computer technology in libraries contributes to changes in
traditional library service process: new opportunities emerge
provision of documents and information, new services, new forms of service
("virtual reading room", "electronic delivery of documents", etc.); he himself is changing
reader. Experts talk about the “new”, “electronic” reader, etc.
The problems of library services receive a constant impetus for 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 solving them
Contributing to the expansion of their scope
activities and the formation of new areas of library services, as well as
the emergence of uniform user service standards.
The trend of globalization of librarianship, the creation of a unified
world library, provided
See, for example, Critical Thinking and the Library: Proceedings of the Russian-American Seminar
Billington J. American public libraries in the information age: a constant 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 / Trans. from English - M.: “Liberea”,
See... for example. UNESCO Information for All Program.
Introduction
providing a range of services, i.e. library services, to any user, wherever he is
nor was there.
foreign library and library and information schools in foreign countries,
one of the leading ones. For example, American colleagues are constantly improving it by studying
library practice, assessing the effectiveness of innovations and improvements.
Library service curricula are primarily practical
character. The focus of developers' attention is, as a rule, on some topical issue.
issue - such as information literacy or library services
disabled people, or library services for the elderly - and which students should
learn to solve
Thus, it is obvious that the problems of library services are constantly
becomes more complex and deepening. It is clear that not a single textbook can “keep up” with the changes
reality, but it must provide the fundamental basis that will help the young
a specialist to solve the professional problems facing him
Theoretical and legislative foundations of library science
service
1.1. The concept of "library service".
Basic Concepts of Library Services
- Ideological.
- Pedagogical (educational).
- Educational.
- Socializing.
- Informational.
Library service is the most important generic function of the library. It is the appearance
figures of the reader, meeting his needs - that is, service - and makes
a library is a library, otherwise we can only talk about a book depository,
book warehouse, etc.
The idea of the role of the library changed at various stages of social development. IN
different periods, the emphasis was placed on “propaganda”
de... printed works"
as the most important task of this process; then (in the 1990s) on
"meeting user needs"
; lately the majority
specialists consider library services as an activity aimed
to provide information requests of users (readers, subscribers, clients)
both directly in the library and outside its walls.
The library service process can be conceptualized on two levels.
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 some social consequences and changes, both for a specific individual and for
various social groups population and for society as a whole, and Secondly, - How
technological process involving “a sequence of actions (operations,
procedures) librarian... aimed at providing the user with a certain
The challenge, however, is to synthesize all available knowledge and see
library service as a single holistic phenomenon.
It is known that the main indicators (goals, objectives, directions) of library
services, and especially the “super-tasks” assigned to it by society are determined
historical situation, sociocultural processes occurring in society, and,
first of all, by the attitude of society towards the individual and, consequently, towards to the reader, which
dominates the public consciousness during this period of time.
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 attitude towards the reader that is - one or the other concept
reader.
A study conducted by V.Ya. Askarova shows that throughout
development of Russia as a reading state (X-XX centuries) “existed and difficult, often
interacted conflictingly four reader concepts: conservative-
protective, liberal, revolutionary-radical and commercial"
Each of these concepts has gone through a certain development path.
In different periods of time dominant became the one that most fully
corresponded to the social and sociocultural situation in the country: for example, during the period of liberal
reforms (for example, during the liberal policies of Alexander the First) actively
the liberal concept of the reader was formed and dominated; during periods of reaction,
“compression of freedoms” strengthened its position towards preserved protective-protective concept, etc. . By
Each of these concepts defined goals, tasks chi and "super ass chu » bib Lyautey important
having served ani I to A cat useful read elya, t as well as the entire population of the country.
Each of the names data to He concept is based on phylo sophistic theories of personal development sti,
memory theories Italy and about illumination, will educate and those valuable sti knowledge, etc. . d.
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along with the emergence of Russian og O reader. Bo more fully they have issued in the 17th - 19th centuries.
and ok oncha in detail with formed ali in the 19th-20th centuries.
TO conservatively store linen to onc reader's response takes its toll originated from the times of the Ancient
Rus', which received “Christian energy” og O enlightenment", including books oh, from
Byzantium. T thin layer acquired puppies to the bookstore l tour (first of all oh spirit sheep,
princes) determined
regu reader's lation oh active sti and s book lecture o flow A.
G Lubin's essence Ouch To cheat concept A body: attitude towards the reader to A to to to about will educate the subject ania;
dividing books into “true, useful” and “lo” harmful, harmful"; about like establishment of knowledge and
faith, morality; attitude towards reading as dk ont role activities.
TO he is with erva protective-protective concept of everything yes present in Russian ohm
in general actually m consciousness aniia on Ray I guess it's new an impetus for development in mid-19th century On this from perio d
she was powerful held a to he is with erva creative thinkers. With the names K.N. Leontieva,
K.P. Pobe dono Stseva and others St. yazans ideas about art l Irova Research Institute of Russia from "rast" Lennogo" in lilies
West, oh X O dimo sti "freeze" morals soil veins y R O Russia, against O action t
people bottom of images aniyu as “contributing to times rotation." Education, reading up false
was to serve mation b lagointentionos you, preda but the history of the monarchy nutrition
pa T Riotism ma and religious morally sti. Christian O e in nutrition was appreciated rise higher than
knowledge. TO onserva tori active in interfered with the reading content. In frame ah Scientist
To People's Committee about about illumination, a special o department, to O who was doing
official hands ovodst vom reading through to stato very hard to publishing control Telsk Ouch,
books oras simple Ranitelsk O th, bib whether O those chnoy, school very active sti.
T A kim image m, co n serv at willow-ochre nit e linen to onc epcia cheat and those la was sent and on
with khra popular opinion bottom consciousness into spirit that's right glorious valuable stay, on the front rotation
people bottom of disobedience.
Modern research ateliers, seeing a certain positivity this moment oh theory in desire
general stabilization stavva, in strengthening the people bottom morality, cancel generally admire her
hopeless exists both because of the inconsistency with social dynamics and because oh what
the principle itself conservation contrapo lodge en constantly changing changing, fast mouth current
Theoret tical and legislative flax e basics of the library those personal service
Melentyeva Yu.P.Textbook. - M., 2006. -256 p.
The textbook examines the historical, theoretical, methodological, technological and organizational aspects of library services; its current state is revealed. For the first time, an attempt has been 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 objective of this textbook is to develop broad professional views and modern professional thinking in the new generation, along with knowledge and respect for the achievements of their predecessors.
Content
Preface
Introduction
Evolution of issues and terminology
training course "Library services"
Theoretical and legislative foundations
library services
The concept of "library service". Basic Concepts of Library Services
The purpose, objectives and principles of modern library services in Russia and world practice
Modern legislative framework
implementation of library services
Library service as
sociocultural process. Reader
and the librarian as its active participants
Reader (user) as participant
library service process
Librarian as a participant in the process
library services
Library communication
in the process of library service
Socially based priority areas of library services in Russia and other countries
Technology and organization of library
services: basic provisions and concepts
The concept of “library service technology”. Basic elements of library service technology
Library service technology
individual information
interests and requests
Technology for providing basic library services to various reading groups and contingents
Organization of inpatient
and non-stationary library
services in traditional
and new structural divisions
libraries: Russian and world experience
Library service
remote user: Russian experience
and foreign libraries
Conclusion
Balization as a main trend
development of content and technology
library services
Annex 1
List of sample questions for the course
Appendix 2
Sample topics for coursework and dissertations
List of used literature
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Yulia Melentyeva
Library service in the school library: specific forms and methods
The purpose of this course is to provide an understanding of the basic theoretical foundations, as well as the goals and objectives of library services, reveal methods for studying reader interests and needs, show the educational possibilities of library communication, forms of individual and mass information for various reader groups, reveal modern technology library services.
Newspaper no. |
Lecture title |
Lecture 1. Modern legislative framework for the implementation of socially justified priority areas of library services |
|
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. Test 1(due date: November 15, 2004) |
|
Lecture 4. Individual library service as the most important area of library work |
|
Lecture 5. Technology of library services for individual information interests and requests. Test 2(due date: December 15, 2004) |
|
Lecture 6. Mass library service |
|
Lecture 7. Technology of library services for mass information interests and requests |
|
Lecture 8. Virtual (electronic) library services. |
Lecture 1. Modern legislative framework for the implementation of socially justified priority areas of library services
The library is, as we know, part of society. Its activities are regulated by the laws adopted in the country.
It is obvious that the political, economic, and ideological changes that have occurred 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 were before, 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's activities are changing: now it is focused primarily on the information and cultural needs of its users. Since the information space is rapidly becoming a single world space, thanks to the development technical means(Internet, etc.), then the laws of its use are becoming more and more general, i.e. National legislation in the field of information use is largely oriented towards international standards.
This can rightfully be attributed to the library sector, where the construction of a legislative framework 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 a 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 public organization, which does a lot to ensure that Russian librarianship 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 can be copied in national developments, but the materials of the international community allow us to see the general vector of movement and this is what makes familiarity with them mandatory for every specialist.
The most significant developments, both international and Russian level The following groups of documents define the development of our, first of all, public library:
1. Documents of international organizations (UN, UNESCO, Council of Europe, etc.), which lay down 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;
3. National documents (projects) defining both the development of the information sphere as a whole and the main priorities of library services in 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 revised in 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 issues, Science and Culture, 1966);
– Information society: a challenge to Europe. Political Declaration (adopted at a 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, the dignity of the individual as a task to which all peoples and all states should strive. Basic human rights are freedom of thought, conscience, religion, and information. Moreover, freedom of information involves both receiving and distributing it “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" They see in these postulates the basis of justice in the world. The most important individual right is the right to education and participation in cultural life. The same positions are confirmed 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 ; ensuring every person has 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 identify 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 UNESCO Information for All Program (2000).
“Information society: a challenge to Europe. The Political Declaration is a voluminous document adopted by the ministers of the participating countries of the 5th European Conference on Media Policy and 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;
– strengthen work aimed at developing a pan-European approach to understanding “universal access to services”, taking into account different national and regional contexts;
– 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 European and global level;
– study cases of the use of new technologies to spread violence, intolerance, ideological views that are contrary to human rights, respect for the individual, etc., to 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 copyright and related rights protection.
UNESCO Information for All Program is, in fact, a new concept of global information policy and contains, as one of the components , the concept of education in the information society and for its purposes. This document, to a large extent, corrects the previous ones, re-emphasizing the analysis of the situation, taking into account the changing conditions of the development of society and a new degree of understanding of the situation.
The Information for All program proposes, in essence, a new ideology: UNESCO is called upon to promote the adoption not of a global information society, but knowledge societies, because “The expansion of information flows alone is not sufficient to take advantage of the development opportunities that knowledge makes possible.”
A knowledge society, the Program states, must rest on a strong 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 in the public domain should be as wide as possible. Information – as the basis of knowledge – must be different high quality, diversity and authenticity. It is extremely important to preserve the diversity of cultures and languages and to develop tolerant thinking.
The humanitarian component of the Program is absolutely obvious: the development of information technology must be accompanied by a change in behavioral attitudes.
Thus, the formation of a knowledge society involves solving three main problems:
1. The need to preserve traditional and create digital cultural heritage; reducing the digital divide, inequalities in development;
2. Guaranteeing the free flow of information and fair access to information;
3. Achieving international consensus on new norms and principles.
It is obvious that all of the listed documents serve as a powerful basis for the development of the legislative framework directly in the library field.
In second group documents you 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 also includes a document of a more “private” nature, such as the “IFLA/UNESCO Manifesto on School Libraries” (1996).
In addition, reports prepared by well-known experts in the field commissioned by IFLA provide great information.
The most important, basic document necessary for understanding the role of the library in modern society is "UNESCO Manifesto on Public Libraries." It articulates "UNESCO's belief in the public library as an active force in the fields of education, culture and information." UNESCO calls on central and local authorities to support public libraries and facilitate their activities. The “UNESCO Manifesto...” defines the functions of a public library, among which the main ones are the following: promoting reading, promoting education and self-education, personal development, familiarizing with cultural heritage, providing municipal information and providing information services to local enterprises, etc. The UNESCO Manifesto on Public Libraries affirms that public libraries are free in principle. This document requires that the public library be considered an essential component of any long-term strategic plan in areas of culture, information support, literacy and education development. 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 between rural and urban residents.
In the same year (1994) were adopted "Recommendations for the reform of library legislation 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 Manifesto on Public Libraries as its 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 types of knowledge and information, promoting the development of the individual and society.
Legislation addressed to public libraries should, according to the authors of the document, address 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; user rights and obligations; administrative and legal status of the library; professional level of personnel; library financing system. In conclusion, a list of problems is provided that must be considered in connection with legislative framework for public libraries:
– national information policy;
– national bibliographic system;
– status of the national library;
– storage of legal deposit;
– training of qualified librarians;
– the right to publicly (uncensored) release of materials.
The need to develop standards in the following areas is emphasized: cataloging and classification; library services; automation and information transfer.
The provisions of this document were further developed: in 1998, the Council of Europe adopted "Guidelines for Library Science" 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 library activities, etc.
The main “fields” of library legislation are determined by:
– freedom of expression and free access to information;
– the role of libraries in national book and information policy;
– libraries and intellectual property;
– protection of library heritage.
This document defines the principles of an approach to solving complex professional problems, for example, the development of library collections (it is assumed that it should be based on the professional opinion of the librarian, independent of any political, sectarian, commercial and other influences); library services for cultural minorities and specific reader groups; the relationship between libraries and government; training of professionals; legal status of libraries in the field of copyright, etc.
For the first time, this document sets out the task of preserving library heritage, and also makes recommendations regarding complex issues related to the problem of restitution (i.e. 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 informal learning, maintaining cultural and linguistic diversity, and promoting tolerance, sees in it a significant social force. The authors of the document consider lobbying it in the European Parliament to be one of the most important tasks in order to ensure high social status public libraries, both now and in the future. It is also necessary to help citizens understand and be able to fully use all the resources of public libraries.
These provisions were expanded in more detail in "Resolutions on the role of libraries in modern society", document adopted by the European Parliament.
The IFLA Statement on Libraries and Intellectual Freedom was adopted in 1999. This document once again postulates the inalienable human right to access to all manifestations of knowledge, creative thought and relevant activity. IFLA affirms the role of libraries as “the gateway to knowledge, thought and culture” and their enormous contribution to the development and maintenance of intellectual freedom and democratic values.
These provisions were 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 among governments, promoting understanding and implementation of 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 ensuring the individual rights to knowledge and freedom of expression. IFLA supports this role by defending the ability of libraries to acquire, organize, preserve and provide a wide variety of materials, reflecting pluralism and diversity in society, defending the ability of libraries to ensure that materials and services are selected and provided on the basis of professional principles rather than the political, moral or religious views of individuals persons or governments. IFLA believes that a free library is the key to a free, democratic society;
– promoting literacy, reading and continuing education – many IFLA programs help libraries around the world develop national projects aimed at solving problems of universal literacy, attraction to reading, formation of information culture and lifelong education;
– ensuring free and open access to information – IFLA supports information access development programs that help mitigate the gap between the information rich and the information poor;
– protection of intellectual property rights of libraries and authors – IFLA has a dual responsibility 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 universal access to information, involving publishers, standardization bodies, etc. in this work.
In the context of the topic of our lecture course, special attention should be paid to "IFLA/UNESCO Manifesto on 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 the wider library and information system and should be developed based on shared 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 Library Manifesto defines the unique objectives of the school library, which must be recognized and respected whether the school library uses its resources (room, equipment) independently or in conjunction with another type of library, such as a public library.
The main tasks of the school library can be called the following: to develop and maintain in children the habit and joy of reading and learning; encourage the use of information regardless of type, format and medium; organize events that foster cultural and social awareness, as well as promote the emotional development of schoolchildren; Promote reading both inside and outside of school.
The complexity and variety of tasks assigned to the school library force high demands on the school librarian; he must have a lot of knowledge both in the field of librarianship and information resources, and in the field of educational methods, developmental psychology and so on.
The IFLA/UNESCO School Libraries Manifesto calls on governments to promote its ideas through systems such as vocational education teachers and librarians, and through the system of advanced training. (The full text of the “IFLA/UNESCO Manifesto on School Libraries” was published in the newspaper “Library at School” No. 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 demands for a revision of positions, especially under the pressure of circumstances, such as, for example, “September 11” in the USA, terrorist attacks in Russia, Iraq, etc.
The report of one of the leading experts in this field, Paul Sturges (Great Britain), presented at a meeting of the Council of Europe Committee on Culture (1998), examines in detail all aspects of this problem.
The author explores the history of the issue, analyzes public concerns associated with the dissemination of obscene information, offensive information, such dangerous topics, like drugs, weapons, etc. P. Sturges examines the reasons why the US Communications Decency Act, introduced by President B. Clinton, was not supported and failed. Interestingly, the fight against the Communications Decency Act brought together organizations of both a commercial and non-profit 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;
– Freedom to Read Foundation;
– Microsoft Corporation, etc.
However, the report shows that this discussion is far from over. It involves governments, law enforcement and enforcement agencies, political organizations, the church, the media, software corporations and organizations providing them, the library community, etc. First of all, the arrows are directed against the Internet.
The report details the debate over filtering information on the Internet, which appears to be a desirable solution for one side. The author of the report, based on studying the results of many studies, comes to the conclusion that neither filtering for the purpose of recommendations nor filtering for the purpose of blocking information solves the problem. Moreover, all of the filters went some way beyond their intended role as a barrier to prevent accidental or intentional access to offensive or indecent material, and actually prevented the search for perfectly legitimate 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, adhere to the same rules of conduct, as in real life.
3. Know where you are in the network computer space.
4. Respect other people's time and bandwidth.
5. Be polite when communicating online.
6. Share specialized knowledge.
7. Don't throw out your emotions.
8. Respect other people's privacy.
9. Don't use your capabilities for bad purposes.
10. Forgive other people's mistakes.
Thus, we're talking about 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) strongly expresses its commitment to the freedoms declared in the US Constitution, which should apply to all people (parental supervision is provided for children). The Internet is treated as an analogue of a library, and therefore the principles applied in librarianship are naturally transferred to Internet access organized in libraries.
General conclusions, which the speaker makes are very significant:
1. There are certainly valid reasons for public concern about the nature of some of the materials available on the Internet. However, the same concerns are expressed about printed materials, television 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 online environment is changing too quickly, and filtering is not a completely acceptable approach from both a freedom of information and technical perspective, self-regulation of networks and their content based on ethical principles is the best way to ensure trust in a communication environment.
Thus, at the international level, a “package of documents” has practically emerged 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, and professional ethics.
These documents served as the basis upon which Russian specialists were guided.
To the third – “national” – group documents include documents (projects) that define both the development of the information sphere as a whole and the main priorities of library services for Russian libraries. This:
– Law “On Librarianship” (1994)
– “Code of Ethics of the Russian Librarian” (1999)
– “Model standard for public library activities” (2001);
– “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)
Following the Federal Law "About librarianship"(1994), who laid new legal basis library science in Russia, " Code of Professional Ethics for Russian Librarians" laid new ones moral basics library activities.
The “Code...” includes eleven provisions that set out professional ethical standards for the activities of a librarian.
The “Code...” (for the first time) affirms the interests and needs of the user as the professional priority of the librarian. This document considers free access to information as an inalienable right of the individual, sees the most important task of the librarian to ensure the receipt of complete and timely information, and calls for building relationships with the user based on respect for the individual and his information needs. The “Code...” for the first time speaks about the inadmissibility of censorship of library materials and the need to maintain confidentiality in relation to users’ information requests (if this does not contradict the law). For the first time, this document talks about the need for libraries to recognize copyrights to intellectual property and the impossibility of using counterfeit products in their collections.
For the first time in the Russian tradition, the “Code...” regulates the professional relationship between the librarian and the user; librarian and society; as well as relationships within the library team. Although this document is not binding or legal, at the same time, the Russian Library Association strongly recommends its implementation.
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. Yu.A. Schrader, a remarkable Russian philosopher, played a major role in the preparation of this document. The “Code...” was discussed many times among a wide professional audience and 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 of library materials, etc. In general, the professional environment rated the “Code...” very highly, which is reflected in the materials of the RBA sessions.
The significance of the “Code...” also lies in the fact that it began the creation of a completely new type regulatory 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”, “Model Standard for Public Library Operations” (2001) and “RBA Manifesto on the Public Library” (2003).
All three of these documents reflect the profound changes that have occurred in the activities of public libraries in Russia over the past 10–15 years. They are built on common ideological positions that reflect 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” (project).
This document examines the tasks of libraries in relation to children from a completely new, modern perspective. Children are considered as the greatest value in life, as a group of library users with their own age, psychological and other characteristics. The document calls for specialized services for children to ensure their cultural, intellectual and social development. Special care must be taken for children “with special needs” (disabled, socially disadvantaged, etc.).
The mission of a library serving a child (children's, school, etc.) is to create a developmental environment, ensure equal access to information, and assist 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 developing 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 recent years, adopted by the Russian library community, postulate the same professional values as their foreign colleagues.
A new understanding of the public library's mission in society has forced us to rethink the main areas of library service.
In relation to school libraries they can be formulated as:
– library services to aid education;
– library services as a means of personal socialization;
– library services as a means of rehabilitation of children with “special needs” (disabled, socially disadvantaged, gifted, etc.).
Literature
Theoretical understanding and methodological disclosure of these problems are widely reflected in modern professional literature, including in the works included in this recommendation list:
1. Information and library scope: international acts and recommendations: Sat. reference, normative and advisory 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 libraries. – St. Petersburg. : 2000.
6. Kuzmin E. I. Libraries and state library policy: new tasks and new frontiers of integration // Library Science. – 1999. – No. 4–6.
7. Melentyeva Yu. P. Library and youth: the search for mutual understanding. – M.: Institute of Psychology RAS, 1999.
8. Melentyeva Yu. P. The library as an institution for the socialization of youth. – M.: ASOPIR, 2001.
9. Melentyeva Yu. P. Rural library: development problems 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 technologies // Library Science. – 2002. – No. 5. – P. 40–50.
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Self-test questions
1. Which IFLA and UNESCO documents will you rely on when developing a reader service concept for your library and why?
2. What is IFLA's attitude to the problem of free access to information? Do you think it is possible to provide absolutely free access to information to your child readers, teacher readers 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 ones, in your opinion, are missing?
The list of documents is given according to the existing tradition: from international to national.
