A research into information literacy skills at primary school libraries in Bjelovarsko-bilogorska County

Informacijska pismenost predstavlja skup znanja, vještina i strategija koje pojedinac koristi u svom obrazovanju, na poslu i svakodnevnom životu. Posebno je važno razvijati informacijsku pismenost u najranijoj dobi, a škole i knjižnice trebale bi biti mjesta njezina promicanja i razvijanja. Smatra se glavnom komponentom cjeloživotnoga učenja, dio je koncepta „učiti kako učiti“. Njezinu važnost ističe i Europski referentni okvir kroz osam ključnih kompetencija ključnih za razvoj pojedinca. Stoga se hrvatsko obrazovanje okreće promicanju tih kompetencija, spominjući ih u postojećem Nastavnom planu i programu za osnovne škole i kurikularnoj reformi „Škola za život“. Cilj je rada predstaviti postojeće modele informacijske pismenosti i usporediti ih s nastavnim oblicima rada i nastavnim strategijama. Također, prikazat će se kako pojedini školski kurikuli provode zadatke Nacionalnoga kurikula u knjižnici, a rezultati istraživanja trebali bi pokazati kako se informacijska pismenost provodi u školskim knjižnicama i na kojem je stupnju razvoja. Information literacy represents a group of skills, strategies and knowledge used by an individual in one’s own education, work and daily life. It is particularly important to develop information literacy in the earliest age and schools and libraries should be places of its fostering. It is seen as the crux of lifelong learning, it is a part of the “learn how to learn” concept. The importance of the information literacy is also highlighted in form of eight key competencies essential for development of the individuals in Common European Framework of Reference for Languages. This is the reason why the education in Croatia shifts to fostering the aforementioned competencies, mentioning those in Teaching plan and program for elementary schools as well as in “School for life” curricular reform. This work aims to present existing models of information literacy and compare those with teaching strategies and forms. Furthermore, it turns out that some school curricula enforce tasks proposed by the National curriculum in the library and the outcomes of the research should show how the information literacy is enforced in school libraries and its development level.