Izvleček
Prispevek se osredotoča na pomembno vlogo šolskih knjižničarjev pri razvijanju bralne pismenosti. Prek teoretičnih izhodišč in s praktičnimi napotki je opredeljen in prikazan potek učenja branja pri raznolikih enako starih mladih bralcih. V prispevku je tudi predstavljeno, kako lahko knjižničarji podprejo vsakega bralca, ki se še uči bralne tehnike. Poudarek je na opredelitvi pomena ustreznih bralnih gradiv v povezavi s čustveno-motivacijskimi dejavniki bralne učinkovitosti in bralnim napredkom. Izpostavljen je model razvijanja branja v prvem triletju, ki sta ga oblikovali specialni pedagoginji na OŠ Franceta Bevka Tolmin, ter izkušnje, ki so lahko koristne šolskim knjižničarjem pri soustvarjanju čim boljšega bralnega okolja za vse učence na šoli. Vključuje študijo primera treh učencev razreda, ki so bili trikrat letno testirani s testom tekočnosti glasnega branja, in analizo njihove bralne tehnike s prikazom celoletnega napredka posameznika v kontekstu razumevanja stopnje bralne tehnike in ustreznih bralnih gradiv za posameznega učenca. Prispevek prinaša mnoge informacije, ki bodo knjižničarjem olajšale svetovanje pri izbiri ustreznih bralnih gradiv mladim bralcem, in osvetli številne prednosti, ki jih knjižničarjem nudi šolsko okolje.
Abstract
Importance and Role of School Librarians in Developing the Reading Literacy of Pupils in the First Triennium of Primary School
The article focuses on the vital role of school librarians in developing reading literacy. Through theoretical backgrounds and practical instructions, it defines and demonstrates the course of learning to read in diverse young readers of the same age. The article also shows how librarians can provide support to readers who are learning the reading technique. Emphasis is placed on the importance of appropriate reading materials in connection with the emotional and motivational factors of reading efficiency and reading progress. The article highlights the model of reading development in the first triennium, which was designed by two special education teachers at the France Bevk Tolmin Primary School, and the experiences gained, which could be useful for school librarians in co-creating an optimal reading environment for all pupils at the school. It includes a case study of three second grade pupils, who were tested three times a year with a reading fluency test, and an analysis of their reading technique with a demonstration of the yearly progress of each pupil in relation to the level of reading technique and appropriate reading materials for an individual pupil. The article contains a great deal of information that will make it easier for librarians to advise young readers on choosing appropriate reading materials, and illustrates the many advantages provided to librarians by the school environment.