https://doi.org/10.59132/sk/2026/1-2/68-74
Izvleček
Prispevek obravnava vlogo šolske knjižnice pri spodbujanju zanimanja za področja STEM (naravoslovje, tehnologija, tehnika in matematika) med učenci osnovne šole v kontekstu upadanja raziskovalne motivacije mladih ter zmanjševanja vpisa na tehniške in naravoslovne študijske programe. Izhaja iz domačih in mednarodnih raziskav, ki poudarjajo pomen neformalnih učnih okolij pri razvoju znanstvene, digitalne in kritične pismenosti ter opozarjajo na sistemske vrzeli v dostopnosti naravoslovno-tehniških vsebin v osnovnošolskem prostoru. Članek analizira organizacijske, prostorske in strokovne izzive, s katerimi se šolske knjižnice srečujejo pri uvajanju STEM-pristopov, zlasti omejene finančne vire, pomanjkanje tehničnih kompetenc knjižničarjev ter nezadostno institucionalno in sistemsko podporo. Kot primer dobre prakse je predstavljena študija primera projekta Tehniški kotiček za mlade Centralne tehniške knjižnice Univerze v Ljubljani, ki z integracijo kakovostne mladinske strokovne literature, sodobne tehnološke opreme ter strukturiranih praktičnih delavnic vzpostavlja model povezovanja formalnega in neformalnega učenja. Analiza projekta, podprta z intervjujem z idejno vodjo, kaže, da je mogoče s postopnim, strateško načrtovanim uvajanjem ter z vzpostavljanjem partnerstev med knjižnicami, vzgojno- izobraževalnimi zavodi in strokovnimi institucijami bistveno povečati dostopnost STEM-vsebin ter okrepiti profesionalno vlogo šolskega knjižničarja kot posrednika informacij in facilitatorja učnega procesa. Ugotovitve prispevajo k razpravi o sistemskem vključevanju tehniških kotičkov oziroma ustvarjalnih učnih okolij v šolsko prakso ter o trajnostnih modelih strokovnega usposabljanja in podpore knjižničarjem.
Abstract
The School Library and the Promotion of Interest in STEM
The article examines the role of the school library in fostering the interest of primary school students in STEM (Science, Technology, Engineering and Mathematics) within the context of a declining research motivation among young people and decreasing enrolment in technical and science-related study programmes. It draws on national and international research, emphasising the importance of informal learning environments in the development of scientific, digital, and critical literacy, while identifying systemic gaps in the accessibility of STEM-related content within primary education. The paper analyses the organisational, spatial, and professional challenges school libraries encounter when implementing STEM-oriented approaches, particularly limited financial resources, insufficient technical competencies among librarians, and inadequate institutional and systemic support. As an example of good practice, the study presents a case analysis of the Technical Corner for Youth project developed at the Central Technical Library at the University of Ljubljana. By integrating high-quality non-fiction literature for young adults, contemporary technological equipment, and structured hands-on workshops, the project establishes a model for connecting formal and informal learning environments. The project analysis, supported by an interview with its initiator, demonstrates that a gradual and strategically planned implementation – combined with the establishment of partnerships between libraries, educational institutions, and expert organisations – can significantly enhance access to STEM-related content and strengthen the professional role of the school librarian as an information mediator and learning facilitator. The findings contribute to the discussion on the systemic integration of technical corners or makerspaces into school practice, as well as on sustainable models of professional development and institutional support for school librarians.