Izvleček
Izvajanje knjižničnoinformacijskih znanj v knjižnici ponuja velik spekter različnih možnosti. Ena izmed njih je vpeljava elementov formativnega spremljanja, s pomočjo katerih so učenci še bolj aktivno vključeni v pouk. Največkrat knjižnično informacijsko znanje poteka v obliki medpredmetnega sodelovanja. V naši uri smo povezali uro slovenščine v 4. razredu. Učenci so ponovili znanje o ljudskih in umetnih pravljicah, povezali znanje o knjižnici, se v knjižnici orientirali in uporabljali knjižnične storitve ter nato samostojno izdelali svojo pravljico kot dokaz o pridobljenem znanju. Učenci so pri delu aktivni in motivirani.
Abstract
Creating a Fairy Tale
Implementing library and information knowledge in a library offers a wide range of opportunities. One of them is the introduction of elements of formative assessment, through which students become more actively involved in lessons. Library and information knowledge is most often implemented in the form of cross-curricular collaboration. In this lesson it was linked to a Slovenian Language lesson in the 4th grade. Students revised their knowledge of folk tales and literary fairy tales, integrated it with their knowledge about the library, became familiar with the library’s layout and used library services, after which they independently created their own fairy tale as evidence of learning. The students were active and motivated for work.