Educational activities of elementary school librarians in the Republic of Croatia with a special focus on information literacy

Suvremeni učenik, kojem su neprestano dostupne sve moguće informacije, mora posjedovati vještine za cjeloživotno učenje i novo tržište rada. Zato je bitno da bude kvalitetno informacijski opismenjen i tu je uloga školske knjižnice u formalnom obrazovanju golema. Ovaj rad želi istražiti aktualno stanje u poučavanju informacijske pismenosti u osnovnoškolskim knjižnicama. Nakon što je provedena Cjelovita kurikularna reforma, jasni su odgojno-obrazovni ishodi i odgojno-obrazovna očekivanja koja se stavljaju u nastavni proces te se preporučuje integracija sadržaja informacijske pismenosti u sve predmete i međupredmetne teme. Očekivalo bi se da je poučavanje informacijske pismenosti kvalitetnije nego prije provedbe reforme. Međutim, zaključak je da se odgojno-obrazovni proces nije unaprijedio. Razloga je nekoliko: nedostaje satnica za provođenje i suradnju školskog knjižničara i predmetnih nastavnika te knjižnični kurikul koji bi to propisao, materijalni uvjeti su i dalje loši, financiranje nije riješeno, odnosi u kolektivu nisu suradljivi... poučavanje informacijske pismenosti i dalje ovisi o volji, mogućnostima i dobroj suradnji školskih knjižničara. A modern student, to whom all possible information is constantly available must have skills for lifelong learning and the new labor market. That's why it's important to have good information literacy skills, and that's where the role of the school library in formal education is huge. This paper aims to investigate the current situation in the teaching of information literacy in elementary school libraries. After the Complete Curriculum Reform was implemented, the educational outcomes and educational expectations that are placed in the teaching process are clear, and the integration of information literacy content into all subjects and cross-curricular topics is recommended. It would be expected that the teaching of information literacy is better than before the implementation of the reform. However, the conclusion is that the educational process has not improved. There are several reasons: there is a lack of an hourly rate for the implementation and cooperation of the school librarian and the subject teachers, as well as a library curriculum that would prescribe it, conditions are still poor, financing has not been resolved, relationships in the collective are not cooperative... teaching information literacy skills still depends on the will, possibilities and the good cooperation of school librarians.