Knjižnica Filozofskog fakulteta
Sveučilišta u Zagrebu
Faculty of Humanities and Social Sciences Institutional Repository

Literacy building model through school library


Downloads per month over past year

Štević, Tanja. (2017). Literacy building model through school library. PhD Thesis. Filozofski fakultet u Zagrebu, Department of Croatian Language and Literature.
(Poslijediplomski doktorski studij hrvatske kulture) [mentor Kovačević, Dinka].

PDF (Croatian)
Download (4MB) | Preview


Education is one of the most important factors responsible for the development of society, and its adaptation to changes brought on by today's information-communication era is indispensable in that context. In order to successfully accomplish this adjustment, it is not enough to change and update only learning contents, but it is equally important to change teaching methods and forms of work and impact positively on the requirement for a new teaching educational phrase "learning to learn". In this respect, the role of school libraries and school librarians as a source of information, knowledge, and literacy for the 21st century is inevitable. The task of the modern school library is to support the educational goals, objectives, and curriculum of the school. It primarily provides access to sources of knowledge to encourage students toward different ideas in the process of experiential learning and enable them to acquire creative experience in the use and creation of information. These are the preconditions for successful achievements in learning and understanding, encouraging imagination and enjoyment in reading, and promoting the principle that freedom of opinion and free access to information are the starting points for successful and responsible participation in a civil democratic society. In all these activities, collaboration between school librarians, teachers, and all professional associates is required, and so is a correlated approach to the planning and programming of work, because it is only with curricular interacting, comparing of contents, and indicating of the similarities and differences within specific areas of knowledge that quality and applicable knowledge can be achieved. In the first, theoretical part, the descriptive and historical-comparative methods are used, and in the second, practical part of the research, the scientific methods of comparative analysis and synthesis, the methods of testing and survey, the inductive-deductive method, the comparative method, and the statistical method of stratified sampling allow the analyzing of and commenting on the key indicators of research in order to demonstrate the development and role of school libraries and school librarians in teaching multiple concepts of literacy. For these reasons, the basic motive is to show the importance of the school library user’s education through the educational process of the expanded concept of literacy (reading, information, media, and digital), with a special emphasis on information literacy, aimed at bringing about the prerequisites for constructing a model of literacy through the school library. The first, theoretical part of the work is dedicated to educational processes within schools directed toward teaching about learning and liaising different methods of teaching, as well as teaching in order to acquire high levels of literacy. In this context, when the role of the school as such is rethought, it turns out that school librarians and school libraries play a very important role in teaching users/learners the skills of lifelong learning ("learning to learn" and "knowledge of knowledge"), actively participating in the process of creating a knowledge society in which the familiarity with and the application of skills, knowledge and competencies of the new/digital age are essential. Today, when information can be easily and quickly accessed and changed, knowledge is multiplied and shared daily while at the same time becoming quickly obsolete. Therefore, learning is becoming lifelong, and developing and teaching an expanded concept of literacy is inseparable from the critical thinking that is constantly achieved through the educational role of the school library. Accordingly, it is a part of the activities and tasks of school librarians, among other things, according to the development of reading, information, cultural, and media skills and habits, to put it simply, to encourage the development of library literacy which, in turn, implies the media, information, web, cultural, readers, computer, and digital models of literacy. Therefore, what this work puts in the forefront of analysis and research is literacy’s survival, starting from the fact that information literacy is a key competence for the development of all other literacies, because information literacy supports deep learning rather than mechanical memorizing of facts and encourages self-lifelong learning, critical thinking, and responsible consumption of information. Due to the second part of the research work, as previously mentioned, the focus of the survey is on the perception of information literacy centered on students/users and teachers, professors, professionals, and directors [ako si mislila na ravnatelje, onda head teachers] as the beneficiaries of the school library. The survey was conducted in Brod-Posavina County in three primary and four secondary schools on a sample of 1,556 respondents. Based on the statistical analysis of the research, the idea is introduced of the concept of information literacy as the literacy critical for the development of other literacies through the content (expert) and competence framework and the methodological (didactic) framework of a new model of building literacy through the school library, which on a practical level can be guidelines for an improved and more meaningful, concrete, and appropriate model of a library user’s education in the primary and secondary school library. Accordingly, a common framework model of teaching literacy leads to constituent planning of teaching and learning in the school library, and it allows the inclusion of an expanded concept of literacy skills in the school library’s program curriculum as part of every school’s curriculum.

Item Type: PhD Thesis
Uncontrolled Keywords: school library, lifelong learning, school librarian, information, literacy, "learning to learn", building literacy model
Subjects: Slavic languages and literatures > Croatian language and literature
Departments: Department of Croatian Language and Literature
Supervisor: Kovačević, Dinka
Additional Information: Poslijediplomski doktorski studij hrvatske kulture
Date Deposited: 16 Nov 2017 12:59
Last Modified: 16 Nov 2017 12:59

Actions (login required)

View Item View Item