Izvleček
Otroci, ki jim starši pogosteje glasno berejo in se po branju z njimi pogovarjajo, izražajo višjo govorno kompetentnost, bolje razumejo prebrano, imajo širše besedišče, se prej naučijo brati in pripovedujejo zgodbe na višjih razvojnih ravneh. Zato je izobraževanje in ozaveščanje staršev o pomenu družinskega branja zelo pomembno in pri tem pomenljivo vlogo igra tudi šolska knjižnica. Predstavljen je projekt družinskega branja, ki je namenjen drugošolcem in njihovim staršem. Udeleženci delavnic družinskega branja so bili navdušeni nad dejavnostjo in si želijo še več podobnih šolskih projektov. Povprečna udeležba na posamezni delavnici je bila 8,1 %. Delavnic se je vsaj enkrat udeležilo 22,1 % drugošolcev (od tega 65 % deklic) in njihovih staršev (od tega 73 % mam). Rezultati narekujejo aktivno knjižničarjevo vlogo: biti mora odprt za sodelovanje s starši in učitelji, strokovnjak na svojem področju in pripravljen na izvajanje skupnih projektov, pa tudi promotor knjižničnih storitev, kar je ključno za uspešno vključevanje vseh deležnikov v bralno kulturo šole.
Abstract
Family Reading and the Role of the School Library
Children whose parents read aloud to them more often and discuss the reading afterward express a higher language competence, have better reading comprehension, a wider vocabulary, learn to read earlier, and tell stories at higher developmental levels. Therefore, educating and raising awareness among parents about the importance of family reading is very important, where the school library also plays a significant role. The article presents a family reading project intended for second-grade students and their parents. The participants of family reading workshops were enthusiastic about the activity and would like to see more similar school projects. The average participation rate of second graders in individual workshops was 8.1%. A total of 22.1% of second graders (65% of them girls) and their parents (73% of them mothers) attended at least one workshop. The results highlight the active role of the librarian, who should be open to the collaboration with parents and teachers, an expert in their field, and ready to implement joint projects, as well as a promoter of library services, which is essential for successfully involving all stakeholders in the school’s reading culture.