https://doi.org/10.59132/sk/2026/1-2/65-67
Izvleček
V prispevku je prikazan način promocije branja, ki se je na OŠ Senovo izkazal za uspešnega. Gre za projekt Dežela branja, ki je bil namenjen učencem 3. razreda. Pri projektu Dežela branja sta razredničarka in knjižničarka učencem glasno brali knjige po skupnem izboru. Branje je bilo v razredu podlaga za pogovor, v knjižnici pa ga je spremljala slikovna in zvočna PP-predstavitev. Učenci so v okviru projekta preživljali čas v knjižnici, poslušali glasno branje, podoživljali prebrana besedila ob pogovoru, prenočili v knjižnici in se udeležili čajanke in igrane predstave na temo enega izmed prebranih besedil. Tako so spoznavali pravila vedenja v različnih družbenih situacijah, estetsko vrednost besedil in samostojno prebirali dela, ki so jim bila predstavljena. Učenci, ki so sodelovali pri projektu, so večkrat posegali po delih iz zbirk, ki so jih spoznali v okviru projekta. Knjižničarka zato ocenjuje, da je projekt dober način za nevsiljivo promocijo kakovostne literature in branja.
Abstract
Promoting Reading in the School Library: The Land of Reading
The article presents a reading promotion approach that has proven successful at the Senovo Primary School. It describes the Land of Reading project, which was designed for third-grade students. Within the project, the classroom teacher and the school librarian read selected books aloud to the students. In the classroom, reading served as a basis for discussion, while in the library it was accompanied by a visual and audio PowerPoint presentation. As part of the project, the students spent time in the library, listened to read-aloud sessions, revisited the texts through discussion, stayed overnight in the library, and participated in a tea party and a theatrical performance based on one of the read texts. In this way, they learned the appropriate behaviour in various social situations, developed an appreciation for the aesthetic value of literary texts, and independently read works that had been introduced to them. The students who took part in the project more frequently borrowed books from the collections they had encountered during the project. The librarian therefore concludes that the project represents an effective, non-intrusive way to promote quality literature and reading.