NOVOSIBIRSK REGIONAL COLLEGE OF CULTURE AND ARTS

Department of Information Resource Technologies

COURSE WORK

Topic: SUPPORT AND DEVELOPMENT OF READING CHILDREN IN THE LIBRARY BY MEANS OF BIBLIOGRAPHY

Artist L.V. Ionova

Scientific Supervisor E.V. Usova

Novosibirsk 2014

Introduction

Chapter 1

1 Problems of children's reading and ways to solve them

2 Children's Library - socio-cultural institute of education and spiritual development of the individual

3 Forms and means of developing reading interests in schoolchildren

Chapter 2

1 Characteristics of the Novosibirsk Regional Children's Library named after A.M. Gorky

2 Promotion of reading by means of bibliography in the Novosibirsk Regional Children's Library for the promotion and development of children's reading

Conclusion

Bibliography

Introduction

Relevance. Reading has always played an important role in the history of human development. One can cite numerous examples of the statements of authoritative people, in which books and reading are considered as one of the main means of socialization of a person - his spiritual, intellectual, creative development. Specialists from various fields, including psychologists, teachers, sociologists, have proved that a child who does not read is not only an obstacle to the socially successful realization of the individual, but also a huge risk to society.

The risk of recruiting people with an atrophied sense of empathy; the risk of an increase in people who are not able to perceive and assimilate elementary information, people with reduced adaptability. If we add to this the total enthusiasm of children for new technologies, then it can be argued that reading often becomes only one of the means of obtaining information, i.e. technological and rational process.

What needs to be done to ensure, support and stimulate the reading of the younger generation?

First of all, it is necessary to ensure the availability of quality primary education for everyone; provide access to printed sources through the Institute of Free Libraries; more actively organize and support by the state a system of measures that stimulate the appeal to the book and reading; increase legislative and financial support for book publishing; organize reading for all age and social groups.

The question arises: who is able to provide and support children's reading, to provide information in a quality, timely and accessible way, to become an institution designed to satisfy the needs associated with the diverse human activities? The library is the only non-affiliated institution called upon and able to provide materials reflecting different points of view and approaches, theories, concepts, views on a particular subject, phenomenon, event.

Children's libraries, which have well-trained specialists, use a variety of methods to attract a child to a book, reading, taking into account his individual characteristics, often adapting social, school and club forms of work for this.

Knowledge. The topic has been widely studied by librarians. Ganzikova G.S. in her article "Play, create, read" shows the importance of recommendatory bibliography for children. E. F. Rybina in the manual “Bibliography of Literature for Children and Youth” considers the main directions in the development of bibliography for children: the organization of a reference and bibliographic apparatus, bibliographic information, the education of library and bibliographic culture. A huge contribution to the development of questions in the field of children's reading was made by such researchers as L. A. Beresneva, N. I. Bochkareva, E. S. Gobova, S. A. Denisova, D. I. Latyshina, M. Mokina, A. Panfilov, M. Perova, M. M. Svetlovskaya, I. M. Timofeeva, F. I. Urman, D. Chalikova, S. Yanina.

The purpose of the work: to study and identify the existing problems of modern children's reading and suggest possible ways to solve them.

determine the role of children's reading in the development of society;

consider the forms and means of developing reading interests in school-age children;

to identify current problems in the field of maintaining and developing children's reading in the library by means of bibliography using the example of the NODB im. M. Gorky.

Subject: development of children's reading by means of bibliography.

The structure of the course work. The work consists of an introduction, two chapters, a conclusion, a list of references, an appendix. In the first chapter, "Support for reading - a strategically important element of culture", the problems of children's reading and ways to solve them were considered, the children's library is a sociocultural institution for the upbringing and spiritual development of the individual; forms and means of developing reading interests in schoolchildren.

In the second chapter "Support and development of children's reading in the Novosibirsk Regional Children's Library. M. Gorky” the work of the A. M. Gorky NODB on the promotion of reading by means of bibliography was analyzed.

Chapter 1

.1 Problems of children's reading and ways to solve them

The decline in interest in reading is a global trend. Today, studying the readings of children and adolescents as a social phenomenon, experts from different countries come to alarming conclusions. Numerous sociological studies in Russia record the movement of reading in the structure of children's leisure to 4-6th place. This is confirmed by sociological surveys. According to their data, in the structure of people's leisure, the appeal to the media (television, radio, press) comes first. The social status of the book has significantly decreased.

Today the young reader is a qualitatively new type of reader. The preferences of children, their cognitive and reading interests, the sources of information received have changed. One of the main trends in children's reading today has become the dominance of "business" reading over reading "for the soul". Students do not seek to cover the topic as a whole, to consider it from different angles, to read something additionally. The child does not stop reading - it's just that his reading becomes different, namely: more individual, pragmatic, informative and superficial.

One of the "culprits" of weaning children from leisure reading is called a computer - it is an unsurpassed companion in games and the search for interesting information. However, librarians have already come to the conclusion that it is better not to blame the computer for crowding out the book, but to use it in favor of reading. A computer for a librarian is a means and tool for obtaining information quickly, accurately, and completely. Thanks to computerization, it has become more obvious that the library is a center for the preservation and dissemination of not only documents of information themselves, but also a guide for readers in the search for information about documents, even those that are not available. In addition, a computer is an attractive technical tool for children, another way to attract them to the library, a means of awakening interest in a book, in knowledge. After all, from the information found with the help of a computer, readers then move on to the bookshelves. Such a kind of bridge between the virtual world and the real library contributes to the growth of its popularity, combining old forms with the latest information technologies, turning the library into a special intellectual environment that encourages the acquisition of knowledge.

A librarian in the "user-computer" system must be an active, technologically trained professional, psychologist and teacher. Today, the mission of a librarian is, first of all, to help users navigate not only in the boundless space of books and traditional media, but also in the world of electronic information.

Despite the main tasks: information support of the educational process, work with teachers - informing about new methodological and pedagogical literature, selection of additional literature for lessons and class events, work with parents, the librarian plays an important role in the primary involvement of children in reading.

Since the personality is largely formed in childhood and school years, the needs, skills and interests of reading an adult mainly depend on his attitude to the book in childhood. If we want tomorrow's reader to be fond of books and reading, to have diverse interests, then today we must pay attention to children, their attitude to books and libraries. Parents, as organizers of children's reading, should become allies in reviving the prestige of reading among children and adolescents.

From all of the above, we can say that in order to attract children to the book, parents, teachers, librarians need to work together in raising an interest in reading. In libraries, along with traditional forms of work, actively use the latest information technologies, hold various interesting events aimed at attracting children to reading, and leaders of children's reading to engage in self-education.

At the state level, it is necessary to take specific practical measures: the creation of government programs that ensure the publication and distribution of books for children and adolescents; carrying out a cycle of educational activities in preschool institutions, secondary and higher educational institutions, libraries, shops-clubs; creation of special television and radio programs, targeted use of the media, primarily "book" newspapers and magazines.

1.2 Children's library - a socio-cultural institution of education and spiritual development of the individual

The undoubted value of the children's library today lies in the attitude to each child as a unique, inimitable personality. The children's library with its material and spiritual resources is an ideal environment for the spiritual support of the modern child, providing each reader with the opportunity to determine his personal perspectives in education, development and culture.

The high mission of the children's library is to strengthen the child's faith in justice, to affirm a positive picture of the world in his mind. It is important to recreate and preserve the space of communication, in which the library occupies a special place.

For many centuries, pedagogical thought has been scientifically searching for ways and methods to introduce the younger generation to the world of book culture in order to educate a holistic, harmoniously developed personality. At the same time, the pedagogy of children's reading was laid, a system of scientific knowledge about the educational orientation of literature for children and youth.

There is practically not a single educated person who would bypass the children's, school, district, city, university library. Today it is an inexhaustible treasury, a life-giving source that ensures the continuous spiritual development of society, it is also the infrastructure on which the system of education, aesthetic and moral education, scientific, technical information is based, the cultural and information space of the country is formed, the rights of citizens to the comprehensive development of the individual are realized. In their activities, libraries for children go beyond the fundamental provisions of the protection of childhood, in accordance with which society and the state show special concern for children.

Children's and school libraries are trying to solve the following pedagogical problems:

ensuring science-based interaction of children and adolescents with a book, awakening and developing interest in reading, using books and other sources of information for the purpose of education and upbringing;

promoting reader development and access to objective and comprehensive information;

development and formation of personally significant motives for turning to literature, the need for reading, self-education;

education of literary taste, aesthetic perception of works of literature and art;

formation of the library and information culture of the young reader and his creative abilities;

fostering a culture of communication;

development of recreational and rehabilitation potential of libraries;

implementation of pedagogical education of parents in the field of children's literature and children's reading.

To accomplish these tasks, libraries use modern technologies in library and information activities. In modern conditions, a new image of the children's library and the children's librarian is emerging. The modern children's library is a center for children's books and children's reading, a center for communication and leisure, a center for the development of children's intellectual and creative abilities, it is a unique information space and a comfortable environment for a child to play, read, a place where children are comfortable and interested together with a book and a librarian.

And here the pedagogical principle comes to the fore in the formation of the requests and interests of children (and it is precisely this - a purposeful influence on the nature and content of reading - that distinguishes a library for children from libraries for adults, where the requests of adult users are satisfied).

Children's reading includes the well-known in library practice, the so-called element of reading guidance - an essential part of the pedagogical process and the systematic, purposeful influence on the content and nature of reading, on the choice of literature and the assimilation of what has been read. A librarian must learn constantly. Knowledge of children's books can flesh out a conversation about reading with children. Only a reading librarian can make a child a reader. It is necessary to strengthen in oneself the qualities without which a developing personality cannot survive: spirituality, justice, goodwill, respect for one's own work and the work of others. Without such qualities, it is impossible to talk about the general culture of a librarian. It depends on them what the library will be. And a modern children's librarian is a self-confident professional, aimed at co-creation with the reader, an erudite, a good conversationalist, a skilled mentor, "a person with an open soul and a kind heart." A professional librarian is characterized by many areas of activity: introducing children to book culture, various types of arts, forming a reading circle in accordance with the age needs of children, implementing developmental reading programs, educating feelings and developing literary and artistic creativity, etc. The co-creation of a librarian and a young reader is another important aspect in solving the problem of self-expression of a growing personality.

Being in constant search for new non-traditional forms of work with readers, the children's library thereby stimulates the inner forces of the child's personality for self-education, ensuring comprehensive development, and thus creating a modern image of the children's library, the ultimate goal of which is to form a positive attitude towards the library, drawing attention to its role and significance. Although the first reading experience is not the only meaning of spiritual self-awareness, it largely determines the future life of the child. The children's library is a social institution for the upbringing and spiritual development of the individual, which is obliged to ensure the observance of the child's rights to creativity. Librarians have a responsibility to society to provide children of all ages with literature that encourages creativity.

Today, libraries purposefully carry out educational, informational functions, trying, despite financial difficulties, to live up to their purpose as a social institution. The accumulated potential of pedagogical ideas in the field of children's reading guidance is successfully used and developed by modern professional librarians. We have a strong reading tradition, which is part of our genetic memory.

1.3 Forms and means of developing reading interests in school-age children

Reading support is a strategically important element of culture, a tool for increasing the intellectual potential of the nation, the creative development of the individual and the social activity of society.

The modern educational process is aimed at educating a student - a subject of culture and his own life-creation. The school, teacher, class teacher must ensure the development and self-development of the individual, teach pupils the art of creating themselves and their lives.

The book plays an important role in this process. Therefore, the promotion of reading, the education of information-bibliographic and reader culture, the formation of the ability to use the library, its services, and books are priority areas for joint activities of teachers, libraries, and parents.

The formation of language education, since only this education can make a person a person who is self-sufficient in cultural and aesthetic terms, is the main goal of reading at an early age.

For speech development, the so-called "windows" close at about 10 years old, for the development of reading abilities at 13-14 years old, and as long as these "windows" are open, abilities can be developed.

In addition, development can be influenced by various life factors.

Among the factors that affect the level of reading of the child, the following can be distinguished:

Economic (impoverishment of the middle class of the population, the high price of publishing products).

Technical and technological (the degree of mastery of the child with the latest information and computer technologies, the accelerated pace of the formation of the so-called "multimedia generation").

Sociocultural (the state of book publishing, librarianship, the level of education and information culture of children-readers; reasonable planning of their time; family reading traditions, fostering love for books and reading from childhood). The first and main problem of children's reading is the high rate of information and computerization of modern society. A drop in teenage reading rates and an increase in the time they spend in front of the TV or computer.

It is characteristic that now, young people who are computer literate do not feel the need for reading, secondary illiteracy occurs, the perception of the text becomes more superficial, “clip” in nature. It is formed in a child through an instantaneous and unexpected change of images in visual sources of information.

Another important problem is that the older the child gets, the less time he devotes to reading. Over time, reading begins to take on a more businesslike form.

As a result of the study of the crisis of children's reading, there are several ways to overcome it:

To awaken children's interest in reading, you need to surprise them with the very process of reading.

To create favorable conditions for attracting a child to reading at home is: the revival of family reading traditions; formation of home libraries; education of reading culture not only in children, but also in their parents, who could daily set an example of reading.

The question arises of developing a scientifically based curriculum for children and adolescents from five to seventeen years old, taking into account the temporal and psychological possibilities of their perception of volumes of information, providing for a normalized distribution of time for classroom, extracurricular reading and working with a computer in order to harmoniously educate the individual.

It is extremely important to carry out a systemic state policy to support children's reading, the important directions of which should be:

conducting sociological research on the status and priorities of reading for children and various measures to support it, studying trends in the development of domestic and foreign children's literature in all aspects: - development and implementation of a long-term National Reading Support Program, which should involve authors, publishers, librarians, teachers, researchers;

target financing of programs for the publication of high-quality children's literature, acquisition of children's and school libraries;

strengthening the attention of domestic writers to the need to create high-quality children's books.

These tasks should be aimed at awakening the child's interest in reading, overcoming the so-called "hated reading phenomenon", changing the external attitude "I need to read" to the internal "I want to read."

To form an interest in the book, it is necessary that parents understand that "reading is a means of contacting the child with the wide world." The book is called the teacher of life. Reading a book is not an easy task.

In the future society, reading and "the person who reads" will no doubt be considered as a national value.

reading children's library culture

Chapter 2. Support and development of reading for children in the Novosibirsk Regional Children's Library. M. Gorky

.1 The history of the creation and development of the Novosibirsk Regional Children's Library. M. Gorky

The library is now located at St. Nekrasov, in the city center, occupies a special room with an area of ​​2000 sq.m. on 2 floors, has a fund of more than 240 thousand copies.

The library professes the principles of an open, accessible library, in which children are not guests, but owners, and organizes work in two main areas:

library - a center for problems of childhood and children's reading,

the library is a center of leisure, early intellectual development and additional education.

Every year, ODB serves more than 17 thousand readers, issues more than 310 thousand books and other documents, holds 5-7 regional creative competitions, more than 1.5 thousand mass events of various forms and topics, publishes more than 15 methodological materials.

ODB participates in the targeted programs "Libraries of the Novosibirsk Region", "Children of the Novosibirsk Region", is a grant recipient of funds from government agencies and public charitable foundations.

ODB has permanent partners: the Regional Information Technology Center, the Novosibirsk branches of the Russian Children's Fund and the Society of Book Lovers, the Novosibirsk Book Publishing House, the Novosibirsk Union of Writers, etc., as well as sponsors. How it all started. Regional children's libraries as methodological centers in our country began to be created in the fifties of the XX century. Among the first was opened the Novosibirsk Regional Children's Library named after. A.M. Gorky.

In 1956, when an urgent need arose to streamline library services for the children's population, the Novosibirsk Regional Executive Committee of Working People's Deputies decided to create a regional children's library in Novosibirsk, which, along with serving children with books, would also provide methodological guidance to children's and school libraries located in the region. By order No. 210 of the Novosibirsk Regional Department of Culture dated May 1, 1956, such a library was created on the basis of one of the city's children's libraries.

As a library in general, it has a longer history. The first entry in the inventory books was made on December 14, 1946. It was then called the 1st district children's library named after. M. Gorky.

The magazine "Librarian" (No. 3 for 1948) told that in the difficult post-war years, the library named after. M. Gorky arranged quizzes, competitions, matinees, regional holidays - children's book weeks, meetings with Moscow writers and Novosibirsk artists, to which readers were invited - children from the most remote corners of our region. These holidays were held at the Palace of Culture. L.M. Kaganovich (connoisseurs of the history of the city probably remember that for a short time it was called the House of Culture of the October Revolution). The permanent organizer of the book holidays, together with the librarians, was the writer Yuri Salnikov.

The official opening of the Regional Children's Library took place at 11 am on August 27, 1956. Despite the rainy weather and the distance from the city center, a lot of people came to the opening of the library. The newspapers wrote: “Long before the appointed hour, young readers and guests gathered in the foyer - teachers, parents, bosses. Exactly at 11 o'clock the scarlet ribbon is cut. The entrance to the library is open! How nice and cozy it is here!..” Next to the subscription hall is a reading room with 100 seats. The library will serve students in grades 1-10. During the four months of organizational preparation, a small team of the library has done a lot. Library staff traveled to Kargat and Suzun to provide methodological assistance. A connection was established for the exchange of experience with children's libraries in seven regions.

On the opening day of the library, more than 200 people signed up, and 439 books were given out. At the end of 1956, the book fund consisted of 41,607 copies of books. Of these, 30253 volumes were taken from the regional children's library and 7062 books were selected from the funds of the Regional Scientific Library.

The first entries in the library guest book:

“A visit to such wonderful palaces of books as this one is always a special pleasure for all who love literature. A cozy, pleasant atmosphere is conducive to reading, you would never leave here, but sat down somewhere in a corner, bent over a book, delved into it and forgot everything in the world ... Only those who teach you to love a book from childhood, who help you understand the flow of books that you want to read all at once and as soon as possible, are not forgotten! Good mentors are librarians, like good teachers for life…” Y. Salnikov.

“A wonderful, well-maintained, smart library, worthy of such a wonderful city as Novosibirsk! And the kids are nice and attentive. And the librarians would like to say with the words of Fedin: “Bow to you for the feat of your life!”. M. Prilezhaeva.

The opening of the library was preceded by a lot of preparatory work, which included the design of the premises, the purchase and placement of equipment, the preparation of a book fund and catalogs for readers. The first room - the vestibule - was dedicated to local history, so that when entering the library, the children could see that their area is rich and has great prospects for growth. The second room contained subscriptions for readers of primary school age and for readers of middle and senior school age. In the next room there was a reading room with two chairs for age-related service.

On the whole, the room was good, there was a lot of light, air, parquet flooring, steam heating, beautiful large windows (today there is a children's library named after I.S. Turgenev). However, it did not meet the requirements of a differentiated service for child readers; the areas for book storage, the methodological department, and the department for collecting and processing literature were small.

In 1973, the Regional Children's Library moved to a new, designed specifically for the library, spacious premises in the city center at 84 Nekrasov Street, with an area of ​​more than 2,000 sq.m.

The team got the opportunity to more widely implement their efforts to organize book services for children, provide methodological and practical assistance to the libraries of the region. Specialized departments were opened in the library (department of arts, bibliographic), service departments (subscription for students in grades 4-5, a reading room for students in grades 1-3).

Today, the library professes the principles of an open, accessible library, in which children are not guests, but owners, building its work as a center of information on childhood and children's reading, a center for leisure, early intellectual development and additional education.

Important tasks of the library's activities have always been moral and patriotic education, local history, and work with the best examples of fiction. In these areas, the interest in which has reappeared in society, the library managed not only not to lose the previously accumulated "baggage", but also to supplement it, to enrich it with new content. Since 1988 ODB is an information center on childhood and children's reading.

The main task is the realization of the child's right to free access to information (general cultural, legal, psychological) and the development of their interests, information and advisory assistance to the family, information support for specialists dealing with childhood problems. The activities of all departments, including those that go beyond the purely library, are aimed at the implementation of this task.

In recent years, the library has received several grants from various organizations for the implementation of the projects “Give Children Wings”, “Book Rain”, “I Breathe Together with a Dear Land”, “Children's Siberiada: the Golden Fund of Siberian Children's Literature”.

NODB became one of the first libraries in the country to develop a program of early intellectual development and additional education, and in 2000 it was recognized as the best among the children's libraries of the city and the region in this area of ​​work. One of the components of the program is the acquisition of literature for young children, specialized library services for preschoolers "from 0 to 6 years old." An organic part of the program was the work of circles "Lapushka" (a musical and aesthetic studio for children from 1.5 to 4 years old), "Rostok" (preparation for school according to the system of L.V. Stepanova, combining intellectual development and teaching behavioral skills), "Open World" (teaching foreign languages ​​to children from 3 years old). Classes are taught by professional teachers. For the library, this is not just an additional paid service, but a means to make its activities more open and attractive not only for readers, real and potential, but also for the local community as a whole.

The library has rich experience in holding the Festival-Fair of Siberian Children's Libraries - a multifaceted form of advanced training. In different years, librarians from Omsk, Tomsk, Irkutsk, Kemerovo, Novokuznetsk, Krasnoyarsk, Barnaul, Ulan-Ude, Chita, Alma-Ata and other cities came to us.

As a significant component of the cultural environment, the library acts as one of the centers of local history activities. Meetings with writers, presentations of new books, literary readings dedicated to Yu. M. Magalif, the famous Novosibirsk storyteller and poet, have become traditional. A notable contribution to literary local history is the bio-bibliographic index “I breathe at the same time with a sweet land”, containing information about children's writers of the Novosibirsk region. In 2007, for its creation in the form of an electronic library on a CD, the creative group of the library received the award of the Governor of the Novosibirsk Region in the field of culture and art.

The library has achieved great success thanks to the wonderful, generous-hearted people working here, the friendly, creative, professional team of erudite librarians. A brilliant constellation of librarians who were in love with books and children until self-forgetfulness worked in the same library not by chance - these people lived by the traditions laid down by the first Soviet librarians - passionate propagandists of the book.

2.2 Promotion of reading by means of bibliography in the Novosibirsk Regional Children's Library. M. Gorky

Every library needs dynamic development to be a center of attraction for children's audiences and the local community. Library teams are looking for universal methods of attracting reading, modernizing the developed forms into a modern work component. The project activity of the library is relevant today. The staff of the Novosibirsk Regional Library for Children has some experience in creating design and software complexes of work aimed at developing new forms and methods for popularizing library collections, implementing partnership projects in order to unlock the library's capabilities.

Since 2008, the library has developed and operates a comprehensive target program for the development of children's reading "Book Light of Childhood". The main directions of this program:

individual work with children, with special emphasis on middle-aged and older readers;

study of reader interests;

introduction of integrated forms of attraction to reading;

attracting young children and preschoolers to reading;

activation of family reading;

providing parents with information support on reading children;

actions in support of reading.

Service departments, taking into account the age characteristics of readers, have developed modules that include topical issues of enhancing children's reading.

The preschool and grades 1-4 department has focused on working with young readers. The module of this department is the Early Family Reading Program “I grow up with a book”. Its purpose:

popularization of family readings in families with children from 1 to 3 years old;

involving families in the use of the library;

studying the possibilities of the library to work with children of primary preschool age;

creation of comfortable conditions for communication with the book in the library and in the family;

explaining to parents the importance of systematic reading for the harmonious development of the child.

During the period of operation, there are certain developments and analytical results.

In recent years, the department has significantly increased the number of readers from 1 to 3 years. This category of readers requires special attention and attitude. The library collections as a whole satisfy the needs of the youngest in the book, offering publications in modern printing design. Librarians often use puppet theater toys for personal service. Such communication helps the child to quickly adapt to the library.

With children from 3 to 5 years old, there are already dialogues about what they have read. They willingly read poems they have learned by heart, share their impressions, talk about life situations, and formulate requests for certain works.

A very important role is played by individual work with parents visiting the children's library. During individual conversations, by selecting the literature that is necessary for this particular family, corresponding to its needs and vision of the comprehensive development of the child in a family, the greatest positive result is achieved. In addition, interested parents gather in the "My Heart" club to gain certain knowledge and skills in working with a children's book, to share experiences, and to communicate creatively.

Thanks to the implementation of the early family reading module, the child acquires the ability to choose books for family reading, recognize books by genre, learn and recite poetry, listen, retell works, and behave in society.

It should be noted that the successful implementation of all these provisions is possible only under the condition of systematic work, the interest of both parents and children, and librarians in the very process of education and in the final result.

The department of servicing readers-students of grades 5-9 within the framework of the program "Book Light of Childhood" implements a module for the individual and creative development of readers, which is called "Teenager in the Information Space: Library. Book. Personality". The implementation of the module is designed for five years and, accordingly, five stages of consistent improvement of individual work with readers:

Observations and study of readers.

Improving the system of studying the reading of adolescents.

Search and implementation of innovative forms of ensuring the information needs of readers.

Practical support for the development and consolidation of information culture skills.

Creative development of personality.

The department has developed a comprehensive system for recording individual work with readers aged 11-15.

The step-by-step work algorithm is formed into schemes that help the direct librarians to follow the sequences.

The result of consistent individual work was the creation of a new reader association - "The Book Society of Modern Readers-Girls". Librarians know that there are gender aspects of reading, that is, it can be conditionally divided into “female” and “male”. And readers-children also have their own characteristics on these grounds.

It is no secret that female readers are more active library visitors. Therefore, it was decided to unite teenage girls from different schools in the city into a "book society". By creating this society of girls, the goal was to:

raise the educational level;

form a worldview;

to educate spiritual and moral values;

learn to think, express your thoughts, draw conclusions.

Through questioning and further study of these questionnaires, they made up the subject of future classes of "society". Meetings-sessions are held twice a month on Sunday, in the form of conversations, competitions, discussions, watching films, visiting the theater, artistic performances, holidays, birthdays.

The work focuses on the following areas:

Book + film. We are trying to combine reading a book with watching a movie and following a discussion. We learn to think, express our thoughts, draw conclusions.

Puppet Theatre. Here the participants give free rein to their imagination, play, sing, put on fabulous performances for our little readers, their mothers, grandmothers.

We learn to rest. The girls and I love to visit art performances, photo exhibitions of our city.

The range of joint work with the city's schools is very diverse. One of the projects is called The Joy of Reading. Let's take a look at a few areas. From the first grade students are introduced to the library. First, the librarian comes to the classroom and talks about interesting books, holds illustrated quizzes, riddle contests, and vowel readings. And then for the first graders there is an excursion to the library, which can be accompanied by a puppet show, watching a favorite cartoon, and reading books and magazines. Children discover how a book is born. And then little readers themselves choose books for independent reading.

There are interesting findings in terms of extracurricular readings. United by the goal of introducing children to the best works of world children's literature, teachers and librarians conduct joint lessons. It is no secret that the readership of modern schoolchildren is quite limited. Therefore, the library performs a kind of educational work, revealing to children well-known books that must be read in order to answer the librarian's question and receive a high rating or even a prize. So in different years the cycles "Great storytellers", "Writers of the XX century", "Books - anniversaries of the year" were held. A continuation of this work was the joint creation of recommended lists for summer reading. Taking into account the “Requirements for School Curricula”, the reading interests of students, the wishes of parents and the availability of the required (at least five copies) number of books offered in the library fund, lists of works for students in grades 1-4 that are desirable to read during the summer holidays. During the academic year, the mastery of the read works takes place. The library strives to ensure that children's reading is balanced, so the lists necessarily include works by Russian and foreign writers.

The use of game forms is an important means of stimulating the reading activity of younger students. The book provides an excellent opportunity to reveal the creative abilities of the child, therefore, apparently, theatrical games based on works included in the golden fund of children's literature are especially popular and loved by students: “The Secret of the Golden Key” (based on the fairy tale by A. Tolstoy), “The Wizard of the Emerald City”, “Tricks of the Saved Genie” (based on the story of L. Lagin “Old Man Hottabych”) and others.

It has already become a tradition to hold various intellectual games in the library. A study of reader interests shows that encyclopedias are of great interest to modern children and have come out on top among their preferences. Since the 80s, a number of interesting activities have begun, designed for the ability of children to use books in order to find answers to their many questions. Intellectual games have various forms suggested by famous TV programs “What? Where? When?”, “Brain Ring”, “Understand Me”, “Clever and Clever”, “Weak Link”. In the library interpretation, they intertwine, transform, get a new color. As a rule, intellectual games become the apotheosis of library activities that contribute to the development of a reading culture.

Primary school teachers are not neglected either. They also take part in surveys that look at the current needs of elementary schools and how the library can help. The funds of one of the oldest libraries for children make it possible to find interesting material for an open lesson, an extracurricular event, and the publication of methodological materials. Many clues can be found in the literature for planning, for successful appraisal, for developing a research topic.

It is with great pleasure that librarians take part in the Week of Primary School at the school. This academic year, a Week is being prepared on the topic “The Interesting World of Reading” (the importance of books and reading in shaping the personality of an elementary school student). Events within the framework of the Week always turn into real holidays of reading, useful and fun communication, and creative inspiration.

The integrated project turned out to be successful - the children's literary cinema club "Book + Cinema". Its motto is "Look. Reading. We are thinking." It is known that children actively perceive information visually. Most of today's children cannot imagine their lives without multimedia. A positive example is that a child is often prompted to read a book by watching a feature film or cartoon. These factors motivated library specialists to open a film club.

The purpose of this new formation combines several aspects:

development of reading activity of children through a combination of traditional and multimedia forms of information delivery;

popularization of the best examples of literature for children;

implementation of the recreational function of the children's library.

Children can watch the best films and cartoons based on books, hear interesting information about the author of the book, take part in a quiz or a game. This combination of book and audiovisual products stimulates interest in reading. During the operation of the "cinema platform", attendance increased significantly, and the range of coverage of the city's schools significantly expanded.

As experience has shown, projects make it possible to create and master new information and library technologies, use library resources in the most efficient way, and actively interact with interested partners. As a result, projects turn into a book factor that determines the success and expansion of library activities.

Conclusion

Reading culture is an integral part of the general culture of the individual, a complex of knowledge, skills and feelings of the reader, which provides for a conscious choice of reading topics, its consistency in order to fully and deeply perceive and assimilate a literary text.

Among the reasons that led to the development of a negative trend in the development of reading, one can single out the following factors of an objective and subjective nature, such as a decrease in the economic and moral and cultural standard of living in society; the dominance of mass media culture; capture of modern youth by computer technologies and the Internet; overloading curricula, and hence the lack of free time for students to read; the absence of a comprehensive program for the development of the reader's culture of the individual.

Communication with the book helps the student to master a certain amount of knowledge, to learn the experience of previous generations, attracts people to the cultural values. Reading support and guidance is a strategically important element of culture, a tool for increasing the intellectual potential of the nation, the creative development of the individual and the social activity of society.

An educational institution, a teacher, a class teacher, a librarian must ensure the spiritual development and self-development of the individual.

The book plays an important role in this process. Therefore, the promotion of reading, the education of information-bibliographic and reader culture, the formation of the ability to use the library, its services, books, reference apparatus, the development of cognitive interests are priority areas for joint activities of teachers, libraries, and parents.

Involvement of students in reading books is carried out both in the classroom and in their extracurricular activities, in specially organized classes. To teach the ability to read independently, one of the priority tasks of teachers and librarians is comprehended, its solution is facilitated by their skill to attract children to the book, master the art of literary reading, consolidate reading skills, and expand the range of reading competence.

This is facilitated by literary games, quizzes, fairy tale relay races, historical marathons, musical rings, brain rings and other forms that allow students to be involved in active creative and reproducing activities.

The peculiarity of clubs, circles in the library is that they stimulate and activate the reading of adolescents, their independence in working with a book.

At different historical stages, an understanding of the social status, role and significance of libraries in public life was carried out. The third millennium is called the information one. And all the changes currently taking place in society directly affect the activities of children's libraries.

List of used literature

1. Library Encyclopedia / Ros. state bib. - M.: Pashkov Dom, 2007. - 1300 p.

Bochkareva, N.I. How to educate a talented reader / M. I. Bochkareva / / Children's Library. - 1999. - No. 3 - P.75 - 82

Burban V. Book and youth. A look into the third millennium... [Electronic resource].- Access mode: http: //www.zerkalo-nedeli.com/nn/show/274/25439/. - Zagl. from the screen.

Gromova O.K. The role of school libraries in the development of literacy and reading in children. - Access mode: #"justify">.Denisova, S.A. Parents about children's reading and the role of libraries / S.A. Denisova / / Parents' meeting on children's reading. - 2008. - S. 30 - 32

Children and reading at the turn of the 21st century: Literary preferences of modern teenagers: results of the study / Novosibirsk obl. children's library; comp. A.I.Kharitonova. - Novosibirsk, 2001 - 19s. (Network access mode: http: // www. Rgdb. Ru).

Dzyuba N. Children's reading through the eyes of a librarian // World of Children's Libraries. - 2003. - access mode #"justify">. Ivanova GA Education of librarians as specialists in working with children: monograph. - M.: MGUKI, 2002 - 253 p.

Kavelina, E. Internet books are not a rival / E. Kavelina / / Ethnosphere. - 2008. -№ 11 - S. 4 - 6

Lifintseva, N. I. Independent reading activity of younger schoolchildren. Program for the development of reader experience / N. I. Lifintseva / / Primary education. - 2004. - No. 3 - P.10 - 15

Leontieva V. Will screen culture replace book culture? / V. Leontieva // Higher education in Russia. - 2005. - No. 9 - S. 88-92.

Mokina, M. Reading is the basis of literacy / M. Mokina / / Ethnosphere. - 2008. - No. 12 - S. 21 - 22

Pedagogy of childhood. K. D. Ushinsky. Education of a person: Selected / comp.: Introduction. Article by S. F. Egorov. - M.: Karapuz, 2000 - 256 p.

Pedagogical Encyclopedic Dictionary / Ch. ed.B. M. Bim-Bad, Macedonia: M. M. Bezrukikh, V. A. Bolotov, L. S. Glebova and others - M.: Great Russian Encyclopedia, 2002 - 528 p.

Perova M. First steps - together / M. Perova / / Library. - 2000. - No. 1 - S. 45 - 46

Pervova G. M. Formation of a circle of children's reading by a teacher / G. M. Pervova / / Primary school. - 1999. - No. 12. - S. 33 - 38

Polozova T.D. Guide to reading children and youth in the library: textbook. allowance / Etc. Polozova, G.A. Ivanova, G. P. Tuyukina [i dr.]. - M.: MGIK, 1992 - 222 p.

Polyakova T.I. Reading as a pedagogical process for the development of information culture of younger schoolchildren / T. I. Polyakova / / Russian Reading Association. - SPb., 2006 - Issue 3. - S. 1-2. (Network access mode: http: // www. Rgdb. Ru).

Parent meeting on children's reading: a collection of materials on the development of models and methods of conducting / Russian School Library Association. - M.: Russian School Library Association, 2008 - 136 p.

Svetlovskaya M. M. Teaching children to read: Practical methodology: textbook. allowance / N. N. Svetlovskaya. - M.: Academy, 2001. - 282 p.

Svetlovskaya M. M. Learning to read and the laws of reader formation / M. M. Svetlovskaya / / Elementary school. - 2003. - No. 1 - S. 11 -18

Timofeeva I. M. What and how to read to your child from one to ten: Encyclopedia for parents on the guidance of children's reading / I. M. Timofeeva; ed. M. M. MAZNYAK. - St. Petersburg: Ros. national library, 2000 - 512 p. (Network access mode: http: // www. Rnb. Ru).

Tikhomirova I. I. Parents undertake children's reading / I. I. Tikhomirova / / Parent meeting on children's reading. - 2008. - S. 6 - 17

Tikhomirova I. I. Children's book in the home library / I. I. Tikhomirova / / Parent meeting on children's reading. - 2008. - S. 32 - 37

Urman F. I. Formation of conscious reading in elementary school / F. I. Urman / / School. - 2003. - No. 3 - P.41 - 42

Chalikova D. What and how we read / D. Chalikova / / Meeting. - 2007. - No. 2 - S. 6 - 9.

Chernysheva L.V. The crisis of children's reading is a global problem / L. V. Chernysheva / / School: day by day. - 2006. - No. 7 - P.7 - 9 (Network access mode: http: // www. Rgdb. Ru)

Chudinova V.P. Information potential of the individual / V.P. Chudinova / / Library. - 2007. - No. 1 - P.37.

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INTRODUCTION

2.1 Foreign experience

2.2 Domestic experience

2.3 Experience of libraries in Chuvashia

2.3.2 Promotion of reading in the libraries of the Chuvash Republic

CONCLUSION

INTRODUCTION

At the turn of the century, reading for children and adults began to be recognized by the authorities and society as a state problem. At a high level, a decision was made to develop a long-term National Program for the Development of Reading in Russia. Libraries are the foundation for the implementation of this program, and schools and libraries that work with children are the basis for supporting the reading of children and families.

In modern Russia, there is a developed network of school libraries and a system of specialized children's libraries, unique in the world practice, which includes more than 70 libraries at the federal and regional levels; more than 4 thousand children's libraries operate in cities, towns and villages.

Over the past 10-15 years, children's reading has been in a clear crisis, and many groups of children who are still reading are in danger of being rejected from book culture. The crisis of children's reading is evidenced by the data of two recent international studies of educational achievements of students, which analyzed the reading literacy of adolescent schoolchildren (PISA-2000, PISA-2003), as well as the results of numerous studies of leisure reading of children and adolescents conducted in different regions of Russia by children's libraries.

The content and quality of children's reading today reflects all our problems of attitude to childhood and the spiritual culture of society. This is a sensitive indicator of social development, the attitude of the state to culture and childhood. Obviously, the prospects for the development of the country are largely related to the state of reading of children and adolescents, since it is the intellect, education and culture of the younger generation that will be especially in demand in the developing information society - the “knowledge society”.

1. PROMOTION OF READING: OBJECTIVES AND METHODS

1.1 Problems of reading modern children and adolescents

Various mass media have been talking and writing about the “reading catastrophe” of the adult population in Russia in recent years. According to the data of international studies of teachers, in which our country also took part, the “reading literacy” of schoolchildren in Russia is falling: they began to read much worse than before. A number of printed periodicals claim that "children do not read." Those who work with children - teachers, educators, librarians - know that all school-age children read because they have to prepare school assignments. But do they read for themselves, for their own development? This question can be answered by librarians working in children's and school libraries. Children are one of the largest groups of library visitors.

But in general, today they read differently than their peers two decades ago. Some of them began to read less, reading needs and preferences have changed. However, there are many children and teenagers who love to read and tend to visit libraries regularly.

The current situation needs to be carefully studied: without a systematic analysis of children's reading, monitoring and evaluation of ongoing processes, and identification of target audiences of readers, it is extremely difficult for librarians and teachers to build a new strategy for interacting with young citizens.

Children's libraries in the country conduct many different studies on various aspects of children's interaction with information. They study children's reading and literature for children, reading in the family, children's information needs, their attitude to libraries, the role of "leaders of children's reading" - teachers, educators, as well as librarians, and much more.

One of the large-scale projects for the study of children's leisure reading is the comprehensive study "Rural Child: Reading, Book Environment, Library", which was conducted by the Russian State Children's Library in cooperation with the central regional children's libraries in 2002–2005. in 17 regions of Russia (in the regions: Amur, Irkutsk, Kaliningrad, Kemerovo, Lipetsk, Moscow, Murmansk, Nizhny Novgorod, Ryazan, Pskov, Perm, Samara, Saratov, Tomsk, Tyumen, as well as in the Stavropol Territory and the Krasnodar Territory). The study interviewed 2448 adolescents aged 11–15 years. The survey was conducted in autumn 2002 and spring 2003 in schools and libraries.

The results obtained allow us to see the problems and the state of children's reading in rural children and adolescents, who today are groups of "reading risk" - large social groups of future citizens of the country, especially in need of government assistance against the backdrop of the development of the information society in Russia.

Today, the reading status of children and adults is alarming: according to sociologists from the Yuri Levada Analytical Center, today 52% of Russians do not buy books, but do not read - 37%. At the same time, 34% of the Russian population do not have books at home. Residents of villages and cities with a population of less than 100,000 people have virtually no access to books and magazines. The world of childhood has changed and continues to experience personal transformations; the children's community, as well as the adult community, has become extremely differentiated. It became obvious that there were no “children at all”; there are different groups of children that are influenced by a variety of socio-cultural factors. Let's name the main ones.

1. Socio-economic factors: the degree of stratification and social stratification of society; income level and poverty level of the population.

2. Sociocultural factors: the development of the system of universal secondary education (including the teaching of "reader literacy");

accessibility of education; the level of education and culture of the population (including the presence of competent "leaders of children's reading" - teachers, educators, librarians; the presence of a tradition of reading in the family);

the development of the socio-cultural and educational environment (including the "book" environment - bookstores, kiosks, home libraries equipped with updated book funds and computer equipment for public, children's and school libraries). 3. Information and communication factors: the development and availability of various communication systems and communication channels (television, telephony, etc.); accessibility and development of artistic visual culture (video equipment, cinemas); development and accessibility of the Internet.

The reading status of children and adolescents depends on the complex interaction of all these factors, and in different situations and living conditions, any of them has the strongest influence. So, in the capital and large cities, children's reading is especially strongly influenced by the development factor of the socio-cultural environment (other leisure opportunities), as well as the degree of development of the visual - "electronic culture". For small towns and villages, the factors of the development of the book environment and the existence of educated and competent "leaders of children's reading" (primarily teachers and librarians) are especially significant.

There has been a deterioration in the state of the book environment in many regions of Russia (including as a result of a decrease in the acquisition of children's, school, rural public libraries - organizations that traditionally support children's reading). The insufficient provision of many families has led to the fact that books and magazines have become too expensive and unsustainable for the family budget. The destruction of the system of sale and distribution of books resulted in the closure of bookstores in many towns and villages.

The deformation of the book publishing repertoire is also obvious, which has led to a sharp narrowing of the repertoire of relevant books for teenagers (including almost no new Russian authors being published, an extremely small number of translated editions of the best children's and teenage literature). The lack of state support for writers, publishers, and critics of children's and teenage book culture also affected the repertoire and quality of children's literature. What kind of books do teenagers want to read? During the study, respondents named: adventure 43.7%, nature (41.5%), science fiction and fantasy (39.7%), humor and "fun" books (37.7% and 27.4%), horror (35%), travel books (34.7%), love stories (32.1%, girls read), sports books (31.2%, boys read), comics (30.6%), as well as books about computers, children's detective stories, books about peers, fairy tales. In addition, teenagers read literature about professions, technology, history, war, space, and more. etc. But only one person out of ten prefers poetry and Russian classics (mostly girls).

Disproportions in the publication of literature for children and youth have led to the fact that modern domestic writers do not get into the literary process, and therefore the repertoire of reading fiction for adolescents and youth is still being updated at the expense of Western literature - such genres as thrillers (horrors), children's detective stories and fantasy. Actual fiction for teenagers and youth, which would talk about contemporary problems, is thus partially replaced by magazines, partially by detective stories and romance novels for adults, and partially by fantasy.

1.2 Visual form of reading promotion

Visual images have a real impact on new generations, who are most susceptible to external influences, acutely feel the impact of the environment associated with a deeper penetration of video culture into modern life. The development of multimedia tools in many ways changes the approach of librarians to attract readers to the book. Promotion of books and reading using the means of visual culture is increasingly becoming part of the practice of Russian libraries.

Our everyday life is brightened up by theater, music and literature, which form the values ​​and meaning of life, filled with and consisting of the duties of fulfilling the generally accepted norms of everyday life.

But have we learned how to intelligently combine the classic book and the "cream" of progress in the form of creative information technology? Indeed, the country is already experimenting with the promotion of e-readers. Classics due to expensive costs may not be reprinted, will be transferred to electronic media. In fact, reading books in the original can become an expensive rarity.

Modern children lack discipline and reading. The younger generation needs to demonstrate reading by the example of reading adults. It turns out that researchers have proven that if the father in the family is a reader, then the intelligence of a boy from this family is 10% higher than his usual peers. .

In recent years, there have been projects aimed at creating their own video products. So, in 2006, the M.Yu. Lermontov, St. Petersburg, created a film-report “Time to read! Or the librarians are investigating. This film has been widely disseminated in the professional environment, shown at many major meetings and conferences, used as an educational and informational tool, and has caused a wave of similar projects. Films were created as part of the Year of Libraries project in the Kursk region, following the results of the Year of Reading in the Chelyabinsk region - "Chelyabinsk Reading", following the results of the Big Reading campaign in the Saratov region. Work is underway on the video film "Reading Oryol". A number of films dedicated to the promotion of reading have been created by Moscow libraries.

Videos dedicated to libraries appeared, for example, a multimedia video “B.N. Yeltsin”, created in 2007, emphasizes the scale of the project and allows us to speak of the “Presidential Library” as a national information portal. In recent years, more and more often libraries not only order, but also create videos on their own. Quite a lot of videos dedicated to various aspects of library activity have already been created. Their number allows you to classify products by subject, purpose. A significant block is made up of videos dedicated to the promotion of books and reading. The products created by libraries cover both complex projects and actions, as well as individual events, incl. growing number of promotional videos. For example, back in 2006, the Kemerovo ONB created a video dedicated to the Kuzbass action “Give a Book to a Rural Library” in Kuzbass. Video clips are exhibited in library blogs, for example, in the blog “Librarians of Belarus” there is a section “Video clips about love for the library”. Articles and materials have appeared that provide methodological and practical recommendations for their creation. Demonstration of films and commercials is part of the practice of holding professional library events at various levels.

Multimedia presentations (created using Flash technology or using Microsoft Power Point) are one of the most relevant ways of presenting information today. This is a product that may contain text materials, photographs, drawings, diagrams, sound design, video clips. This combination of semantic load with ease of perception of information is especially effective in promoting books and reading. Many such products have been developed in library practice.

An important activity of libraries is the holding of competitions of creative works among the population, aimed at creating video products to support reading. For example, in 2006 the Novosibirsk OYUB held a regional competition of social advertising reading "Reading is prestigious!", aimed at attracting young people to promote reading among the youth. Contest participants aged 14 to 30 were asked to create a video clip, audio script, banner layout, electronic video presentation aimed at a youth audience and creating an attractive image of reading and “reading person”. In 2007 in the Chuvash Republic (Chuvash Republican Children's and Youth Library) the Republican competition for the best multimedia presentation "Favorite books of my family" was held. As a result, the best video, advertising poster, as well as the reading family were determined. In 2009, the Samara Regional Universal Scientific Library holds a contest of social advertising "Time to read", among the nominations of which are video scripts.

The array of accumulated experience and the relevance of the work allow us to raise the question of the need to comprehend what has been achieved, the choice of benchmarks and the identification of trends for further development.

1.3 The role of the media in promoting reading

Libraries in their activities one way or another turn to advertising. The objectives of the advertising campaigns are:

Attracting new users to the library;

Attracting readers to more active reading;

Search for new partners and sponsors;

Attracting attention to libraries from organizations that influence the development of organizations.

Library partnerships are often aimed at attracting new users to the library.

By definition, given by professionals, an advertising campaign is a set of promotional activities united by a goal (goals) to implement the advertiser's marketing strategy by encouraging a given range of consumers to act with the help of advertising messages. An advertising campaign contains all elements of the advertising management system: planning, organization and control.

When properly organized, advertising is very effective. But in order for advertising to work, you need to develop an advertising campaign strategy. This is especially important in order to wisely and economically allocate funds allocated by libraries for an advertising campaign. The main source for developing an advertising campaign strategy is the overall program of the organization's activities. Based on this, the goals of the advertising campaign are formed.

The results of such an advertising campaign can lead to the introduction and dissemination of new services provided by libraries, to encourage users to read or increase attendance at events, to create a favorable image of the library in the region and beyond, to ensure the stability of ideas about this library among its readers, colleagues and partners.

Public (social) advertising conveys a message that promotes a positive phenomenon. Professionals create it for free (it is more correct to talk about the ethical position of refusing to profit), the place and time in the media are also provided on a non-commercial basis.

Libraries, as non-commercial advertising institutions, should use social advertising. Of course, we will not be provided with such a service for the production of promotional items, but we can post announcements inviting you to visit the library, or information about new services or ongoing events.

1. Advertising on the radio. This form of advertising remains the most common for libraries for the blind. As practice shows, our users actively listen to this source of information available to them. And radio channel workers are happy to cooperate with libraries, providing these services for free. An analysis carried out by our library staff showed that most of the users, who lost their sight in adulthood, turned to the library after hearing announcements on the radio. And not necessarily these are announcements inviting readers to the library. Any information that contains a message about the library causes a resonance - calls from people who ask how to sign up for the library.

2. Advertising on the Internet. Today it is already a fairly common type of advertising, the number of network users is constantly growing. Libraries post information about the library, services, electronic catalogs on their websites, provide an opportunity to order books by e-mail. On the Internet, it is possible to dynamically track the progress of an advertising campaign. The way you evaluate the results of an online advertising campaign depends on its goals. This may be an increase in the number of users, expansion of the service sector, and an increase in site traffic.

3. Release of advertising products. Today, the market offers a huge variety of different products. The choice depends on the goals that the library is striving for, the target audience to which the advertisement is directed. The simplest promotional products are memos and leaflets. They can even be made on their own, in small runs, with a computer and a printer. Conveniently, libraries can produce them in additional large print and Braille. This may be a list of services, a list of new publications released by the library, additional information about literary exhibitions organized by libraries. Our experience has shown that the publication of such leaflets in Braille makes the exhibition more accessible and visual for blind readers, and arouses additional interest in certain literature.

Posters are more complex products to make. Libraries use posters to draw the attention of passers-by to the library, major events, disability and disability issues. The main thing for a poster is catchiness, brightness, originality of the composition. So, for example, at one time the library specialists developed posters with ten commandments for pleasant communication with the blind. Later, I received a gift from colleagues at the Hawaiian Special Library - a poster with the same commandments, but made in the form of comics. Of course, such a poster will attract attention, arouse the interest of passers-by, you will want to read it.

As for calendars, they tend to be in the highest demand and have the best advertising effect. A calendar is always needed, and every time you turn to it, you simultaneously read what is written on it. Calendars can be wall, desktop, pocket.

A fairly common type of promotional products - booklets and illustrated brochures. When publishing booklets, it is important to focus on the target audience. Depending on this, the material is selected and the style of the booklet is determined. For readers, the range of services, contact information, and opening hours are more important. It is important for partners to know the purpose for which we are contacting them and contact information.

As practice shows, people do not like to read detailed information, therefore, if possible, it is necessary to define this goal in one capacious phrase, bringing it to the fore, and then mark up contact information. In our practice, there was such an experience, for the congress of the heads of the departments of culture of the districts, the library specialists prepared a booklet "Bibliomost to the region", containing brief information about the library services provided to the residents of the region and contact information of the library and its branches. Such a reception contributed to the development of a new level of relations with the districts of the region, both at the library and its branches.

No less interesting are such products as bags, T-shirts, baseball caps, key chains, badges, pennants, postcards, souvenirs. This is a rather complicated and expensive type of product. But advertising professionals believe that the sale of souvenirs can generate income. It must be remembered that this is cost-effective only in the case of sufficiently large circulations.

When developing any promotional product, it is important to pay attention to the development of a slogan. Slogan - an advertising slogan or motto containing a concise, easily perceived, effective formulation of an advertising idea. The slogan carries the emotional meaning of the entire advertising campaign; Some experts believe that 90% of advertising effectiveness lies in the slogan. Often people spend a lot of time creating and editing the texts of ads, articles - instead of "investing" in the slogan. This is a big mistake, because if people do not read something entertaining, they will not read everything else.

Advertising products are our personal representative to readers and partners. Its effectiveness depends on the professionalism of its execution. When working on any advertising product, first of all, they evaluate the audience where it will be presented, and only after that they proceed to direct development.

1.4 Social partnership of libraries

One of the democratic institutions that provide a balance of interests of various structures of society today is the institution of social partnership, which has been developing in Russia over the past decade. There is a formalization of the interests and rights of social, corporate and regional groups, the formation of institutions of representation adequate to them, the legal framework, the development of the practice of collective contractual regulation. Library and information institutions, as an integral part of the socio-cultural space, are subject to the objective laws of social development. Communicative relations "library-society" have the prospect of developing precisely in the form of a system of social partnership, and for a number of objective reasons, the library often becomes the driving force behind the development of partnerships. Determining the position of the library in social partnership at the present time, when the system of local self-government is being reformed, is of priority importance. Municipal libraries are faced with the task of transforming activities in accordance with the most pressing problems of the local community. The solution of this problem contributes to overcoming the society's stereotype of seeing libraries only as leisure institutions and the public's awareness of their capabilities as resources for the development of civil society. One of the aspects of strategic planning for the development of libraries is the formation of social partnership in the internal and external library space.

Among the objective factors of the participation of libraries in the system of social partnership, one can distinguish: firstly, the presence of a civil society and a steady trend in the development of democracy. This condition is decisive for the emergence of the entire system of social partnership as a whole. The institution of social partnership is in Russia in a state of inception precisely because of the insufficient development of civil society. On the other hand, without the consolidation of regional and local communities, their active cooperation, it is impossible to build a civil society; secondly, the presence of subjects mutually interested in partnerships.

The library today is the institution that accumulates the interests of the general public. This is the reason for the possibility of cooperation with a variety of institutions, organizations, movements. Social partnership can solve the problems of the local community in various ways. So, among the partners of the libraries of Stary Oskol, Belgorod region, one can single out: organizations of culture, education, mass media, public organizations, municipal authorities, commercial structures.

The versatility of library activities allows you to simultaneously participate in partnerships not only with one partner, but also create multilateral partnership projects that combine the efforts of several partners to solve common problems.

Thirdly, the presence of organizational and legal mechanisms and procedures governing social interaction. Libraries have accumulated some experience in terms of legal support of social partnership.

Along with the designated objective factors, the prospects for the development of social partnership are determined by a number of subjective (internal) factors. One of them is the library staff's awareness of the need for a partner. Expanding the range of library, consulting, educational and library services, improving library activities, increasing the competitiveness of libraries in the information services market, social demand, the need to develop library resources entails the need to choose the best partner in each case. So, for example, when holding book-reading or charitable events, information support from the media is necessary. Libraries are able to initiate the role of a social partner of both the municipal government and the local community.

The concept of “social partnership” is fundamentally different from the traditional library collaboration that has taken place. As a rule, the framework for coordinating activities was limited to communication links with other cultural and educational institutions without taking into account economic and legal aspects. This cooperation was regulated, first of all, by the directive leadership of higher bodies. The functioning of social partnership presupposes the emergence of equal horizontal ties. At present, libraries are increasingly acting as equal partners of municipal authorities.

The significance of a library as a participant in social interaction largely depends on the content of its social potential. We emphasize that it is possible to build an effective system of social partnership only by analyzing internal capabilities. In this case, the following evaluation criteria can be distinguished: determination of the stage of development of the team, assessment of the socio-psychological atmosphere, motivation for the participation of the team in social partnership.

The level of professional development, information resources, the material base of libraries should correspond to the tasks and goals facing it as a member of social partnership. The strengths of the internal potential of interacting entities should complement each other and contribute to mutual development.

The all-Russian project “Corporate Full-Text Database “Central Libraries of the Subjects of the Russian Federation”” (hereinafter referred to as the Project) is being implemented within the framework of the main activities of the Russian National Library as an All-Russian scientific and methodological center in the field of librarianship. The project is carried out in partnership with the Central Libraries of the Russian Federation, with the support of the Russian Library Association. The project operator is the Scientific and Methodological Department of Library Science of the National Library of Russia.

All central libraries of subjects of the Russian Federation can become participants of the project. The project is aimed at enhancing the exchange of data in a professional environment, developing a public system for the interaction of libraries based on network cooperation. The Central Banks of the constituent entities of the Russian Federation will receive new opportunities for solving urgent problems, among them: conducting a comparative analysis of the state of librarianship in the region, studying the experience and innovations of other libraries, reducing labor and financial costs for searching for full-text information. This may have a positive impact on the quality of work not only of the Central Bank of the constituent entities of the Russian Federation, but also on the state of the country's librarianship as a whole.

The presented Project is a new stage of work on the database "Central Bank of the Subjects of the Russian Federation", which has been conducted since 2002 by the Scientific and Methodological Department of Library Science of the National Library of Russia. A package of documents for the project has been prepared:

cooperation agreement,

Regulations on the Corporate Full-Text Database “Central Libraries of the Russian Federation” (hereinafter referred to as CBD),

List of documents (texts) provided by the Library-participant of the Project,

Business card of the Central Bank of the subject of the Russian Federation,

Regulations on the Supervisory Board.

They contain the organizational and legal mechanism for the implementation of the Project based on the voluntary cooperation of its participants. Participating Libraries have broad rights: to get full access to database resources, to determine the conditions for users to access full-text documents, to participate in the management of CBD resources.

Libraries participating in the Project are invited to replenish the database with the documents they have already created. These are the texts of unpublished documents and small-circulation publications: regional and local regulations, reports, reviews of the activities of the municipal libraries of the region, guidelines, etc. The only document that is compiled specifically for the CBD is the business card of the Central Bank of the subject of the Russian Federation. It looks like a questionnaire filled in the personal account of the Library-participant of the project on the CBD website.

A new interface for the CBD website is being developed to allow more efficient use of database resources. Reviews of receipts in the CBD, information and analytical materials on topical issues of the development of librarianship will be published.

The result of the Project implementation will be a full-fledged professional resource that allows analyzing the state and prospects for the development of librarianship in the country. Such a resource is especially relevant today, in a period of large-scale transformation of the library industry.

2. EXPERIENCE IN PROMOTING READING IN CHILDREN'S LIBRARIES

2.1 Foreign experience

Reading support work in the United States began much earlier than in other countries, as early as the 1950s, and started by the publishers themselves. In 1972, the National Book Committee was created, and the National Book Week began to be held. And in 1977, the Book Center of the Library of Congress began its activities. J. Cole, who is the creator of the network of Book and Reading Centers in the USA (whose number is constantly growing and has already reached 50), noted that the national network of projects to promote reading in the country is based mainly on a private, not a public basis. The government helps very little, and its financial assistance is very limited. The American Library Association has a special department that engages politicians in lobbying the interests of libraries at the state level. Both national and regional projects are funded primarily through private and public initiative. Therefore, the search for partners and the promotion of partnerships are of particular importance. The number of such partners is quite large both within the country and abroad.

The Book Center of the Library of Congress organizes annual nationwide campaigns to stimulate interest in reading and the library, seeking the participation of the general public. Specialists have developed models for conducting such campaigns and technologies to stimulate reading. For example, 41 book centers took part in the Letters on Literature campaign, 46,000 students in grades 4-7 wrote letters to famous writers. In these letters, the children shared their impressions of the books they read, talked about the impact these books had on their lives. The competition for the best letter was held in three stages. First, the best letters were selected in each state. Then six winners were invited to the National Book Festival. The project was financed by private firms. There is currently a campaign called "American Stories".

Among the important events taking place with the participation of the Book Center, it should be noted the National Book Festivals, founded on the initiative of L. Bush, a librarian by education. In 2004, 75,000 people visited such a festival in just one day, and 70 authors took part in its work.

Each of the regional centers participates in nationwide campaigns and implements its own projects. For example, the Vermont State Book Center is known for its work with young children. Ohio has a program to promote book art. Among the projects currently being implemented were, for example, a project to promote reading in conjunction with one of the TV programs addressed to schoolchildren aged 7-9; the Into Books project, during which people discuss the books they have read on the Internet; a project to create murals celebrating the importance of reading. The latter is implemented not only in the United States, but also in nine other countries around the world.

Despite the efforts made, problems with reading in the US abound. Less than half of American adults read books, according to recent studies, and reading time is declining across all populations, especially among young people. In recent years, funding for libraries has been reduced, and the question arose of transferring regional Book Centers from libraries to other institutions, universities, and humanitarian centers.

T. I. Ilyina, coordinator of information projects (British Council, Russia), spoke about reading support programs in the UK. Such programs in this country began to be developed in the 1980s on a private initiative.

In 1997, due to the low level of literacy of the population, the British government also turned to this problem. Then, at the state level, a project for the National Year of Reading began to be developed. The project was designed for three years, its budget was 4 million pounds. A wide range of partners were involved in the implementation of the project: ministries of culture and education, libraries, show business stars, etc. During the project, libraries managed to attract and retain a significant number of people among their readers. There were three conclusions from the National Year of Reading:

1) it is necessary to create a new image of the book;

2) the most effective results can only be achieved in partnership;

3) the leading role in the popularization of the book belongs to libraries.

In the UK there are a number of organizations whose work is directly aimed at promoting reading: the National Literacy Trust, the Reading Agency, the Book Trust. The country has adopted a document for the development of libraries for 10 years "Development Strategy for the Future", a national reading strategy has been developed, a long-term plan and specific tasks for its implementation have been developed. In particular, four age groups have been identified, with each of which libraries should conduct purposeful work: 1) children under 5 years old, 2) children over 5 years old, 3) youth, 4) adults.

Since the introduction to reading begins at an early age, the country has a program under which each newborn is given children's literature and guidelines for reading for parents.

Thus, in the UK, the issue of promoting reading has become a national task. And the leading role in this direction belongs to libraries.

The situation is similar in Sweden. Consultant on reading and issues of children's and adolescent literature at the State Cultural Council in Stockholm T. Stenstrom and children's librarian of the Laholm library, member of the Northern European Network of Children's Librarians A.-K. Magnusson note that the state itself is interested in the development of reading. The growing role of reading in the life of each individual is directly linked here with the development of democracy.

Sweden is known primarily as the country of A. Lindgren. Here there is a state award named after her, established in 2002, which today amounts to 5 million Swedish kronor. In 2004, the Japanese Ryoji Arai and the British Philip Pullman became the laureates of the award. In Russia, five organizations have the right to nominate candidates for the A. Lindgren Prize, including the Union of Writers of St. Petersburg and VGBIL. In 2005, three candidates were nominated from Russia: writers E. Uspensky, S. Mikhalkov and illustrator G. Kalinovsky.

The Swedish society allocates significant resources to support reading. There is a state federal subsidy for the purchase of books for school and municipal libraries (according to the law, they must be in every municipality) and a special subsidy for stimulating reading for libraries and other organizations. For 30 years there has been a subsidy for publishing houses to produce books. The selection of books is carried out by a special expert council. Libraries must receive one copy of such publications. Also in Sweden, priority groups have been identified, which are given special attention: children of migrants, who are helped to keep their native language and master Swedish to a sufficient extent; children with functional disorders; preschoolers.

For the last 6-7 years, a project of the Council for Culture has been developing, aimed at publishing catalogs of children's books. For example, for 2004 a catalog was released, which presented all the books published during that year. The catalog is designed for a young reader, so about a third of it consists of illustrations of book covers. The annotations presented in it were compiled specifically for children. Schools and libraries receive such catalogs free of charge.

About five years ago, a project was launched to create an Internet library for children aged 6-14. In 2003, he received state support. This library provides children with ample opportunities. Here you can get information about books, ask a librarian a question, chat with a writer, submit your own texts, take part in numerous competitions, etc. Several thousand visits are recorded on this website every week.

In Sweden, it is believed that introducing a child to reading is an ongoing process, and the most effective results can only be achieved through the joint efforts of parents, schools and libraries. The activities of libraries are aimed at arousing people's interest in reading, the desire to read and enjoy reading. Librarians conduct conversations with parents in children's polyclinics on the importance of reading and speech culture for a child's life, provide methodological materials developed for different age groups. For example, all libraries have "ABC Drops" guidelines for young children and young parents. This name is similar to the name of vitamins, which are necessary for children for their physical development, just as books are for their spiritual development.

Swedish librarians actively use international experience. For example, the idea of ​​a book jury was borrowed from Holland. From the books published in the current year, the children chose the best and justified their choice. Colleagues from Iceland borrowed this technique from the Swedes.

In Germany, reading support is carried out both by the state and by public organizations and individuals. There are a number of organizations and foundations that are directly involved in the promotion of reading. The largest of these is the Reading Foundation in Mainz. K. Schäfer, public relations manager of this Foundation, noted that German society is increasingly aware of the importance of reading and the need to awaken people's desire to read.

The Reading Foundation in Mainz was founded in 1988 on the basis of the German Literary Society. Its funding is approximately 90% sponsored. It is under the patronage of the President of Germany. A variety of organizations help the Reading Foundation to carry out projects: schools, publishing houses, editorial offices of magazines, libraries, public organizations, trade unions, etc. The Foundation's programs operate throughout Germany.

The main activity of the Foundation is the support of children's reading. It is noted that recently parents have stopped reading aloud to their children, although it is easier to form an interest in reading at an early age. Therefore, it was decided to create a program of reading aloud for children. This is how the National Initiative was born together with the weekly newspaper "Die Zeit" "We read aloud - everywhere and at any time." The Foundation involved 6,000 volunteers in this work, organizing reading aloud in kindergartens, schools and other institutions. So, in the pool, children were read "water stories" - fiction and popular science books that dealt with water.

In addition, writers conduct public readings in libraries. Children come to such events in whole classes. Other actions are carried out, in particular, reading is promoted on TV, a campaign is being held in schools to attract people to the book through film adaptations. A lot of work is being done with teachers and educators. On February 26, 2004, the Academy for the Promotion of Reading at the library of G. W. Leibniz began its work. The Academy conducts seminars for educators, teachers, librarians and introduces them to new methods of promoting reading, to the current programs of the Foundation.

In 2004, the Reading Foundation, together with the ZDF TV channel and the German Exchange Association, held the campaign “Our best. Big Reading, similar to the Air Force program. From July to October, the inhabitants of Germany chose their favorite and best books. Voting was held in bookstores, libraries, via the Internet. The 50 books with the most votes were presented on October 1st on television in a big book show featuring many celebrities, including German Chancellor G. Schroeder.

The Reading Foundation cooperates with the German Library Association. A number of projects are carried out jointly with libraries in Germany. In particular, a project was timed to coincide with World Book Day, during which libraries could purchase the necessary books at low prices (below cost) or even get them for free. At the same time, a project of library public readings was also carried out.

An example of a private initiative is the activity of the company "EKZ" in Reutlingen. This is a private company with a capital turnover of 30 million euros, which employs 200 people. An employee of the Public Libraries Department F. Seger emphasized that the company provides centralized services to public libraries throughout Germany. In addition to the technical equipment of libraries at the most modern level, the company is engaged in reviewing the book flow and publishing annotated indexes. The company employs 52 independent reviewers Zenta, who compile annotations and assign classification indexes to newly published books.Thus, they analyze the book market throughout Germany.During the analysis of new products, recommendation lists are compiled for libraries.Libraries use these lists to acquire collections.New book bulletins are published regularly, aimed at different age and target groups.24,000 books are reviewed annually. EKZ works in close cooperation with the German Bible swollen union.

The problem of promoting reading is relevant all over the world today. Different countries have their own approaches to solving it. Nevertheless, they all pursue the same goals: to make reading attractive to a modern person, to show its importance for the development of both an individual and society as a whole. In all countries there is a tendency to unite the efforts of the state and various public organizations, since the most effective work is possible only in close cooperation.

2.2 Domestic experience

Numerous and highly authoritative sociological studies conducted in Russia over the past 15–20 years testify to a clear narrowing of the sphere of reading, the loss of systematic reading skills by large sections of the population, the impoverishment of what children and adolescents read, and so on. This, however, is quite consistent with the global trend. Just like in many developed countries of the world, Russian specialists are trying to resist negative phenomena. However, unfortunately, in contrast to countries where there is a tradition of state support for reading, the modern state policy of Russia in this area is only being formed. As a rule, the state still supports (primarily financially) "status" events (festivals, fairs, book salons, etc.), which are, in fact, addressed primarily to publishers, booksellers, librarians, and other specialists in the field of reading; while the problems of the interests and needs of the readers themselves remain in the shadows. Meanwhile, the focus on the reader is the essence of the success of the British concept of the development and support of reading, recognized as one of the most effective in world practice.

It should be said that in Soviet Russia (USSR) there was a significant historical experience of the participation of the state in the dissemination of reading. The most massive campaign took place almost immediately after the revolution of 1917, and then in the 30s. in the fight against illiteracy. "Weeks" and "months" of book and library propaganda went under the slogan "Books from the masses." All these campaigns, led, of course, by the state, were at that time, both in content and in form, of a pronounced ideological nature and considered the library and the book mainly as a “tool of political struggle”, and reading itself as a way to include the population in it.

In the 1960s, for many reasons, the problem of attracting people to reading was again in the center of attention of the state. But even in this, of course, already much less ideological period, books and reading were considered, first of all, as a means of participating in the “building of the future”, etc. In the activities of libraries, emphasis was placed on holding public events. In many ways, these events were of a formal nature, although, of course, there were also very interesting meetings with writers, there were readers' conferences, meetings of literary clubs, etc. However, all these activities were directed, as a rule, to those who were already readers of the library.

New times have brought new challenges and new opportunities. The liberation from ideological tasks allowed libraries to look at the problem of attracting people to reading not from a pragmatic point of view, as it was before, but from a humanistic position: to show the value of reading for the development of not only society, but, above all, for the formation of an individual.

During the years of “perestroika”, Russian libraries (especially public ones) experienced a crisis associated with the departure (“exodus”) of the reader from the libraries. Librarians had to rethink a lot, make organizational changes in the work of libraries, realize their public mission, become more active, and also get acquainted with the experience of libraries in other countries; there was no other way to return the reader to the library, which had also changed noticeably. For the first time in many years, Russian libraries have come across such a phenomenon as "non-reading", the roots of which lie deep in the social "soil": in the marginality of adults, in the abandonment of children, and so on.

Solving their professional task - attracting the reader to the library - Russian librarians realized that attracting a person who is in a difficult life situation to reading, to the life of the library, can significantly improve his position in society, as well as mitigate many of the aggravated local problems (for example, the problems of social adaptation of migrants, orphans, the disabled, etc.). It was also understood that for the development of a personality, especially a young one, reading has an advantage over audiovisual culture. Under these conditions, the Russian library, whose main task, as a rule, used to be the promotion (and until recently, propaganda) of the books themselves (their authors, certain topics, compiling bibliographic lists, databases, etc.), following the libraries of other countries, begins to put forward its other task as the most important one - the development of the reading process itself, involving in this process people who are members of various reading groups, forming their attitude to reading as a pleasure; here, the attractive appearance of the library as a place where one can always find understanding and help begins to play a significant role.

Although the experience of library activities in this direction in Russia is not as significant as in other countries, the material obtained during the competition "We and the Book", which was held by the non-profit public organization "Pushkin Library" among Russian libraries last year, allows us to draw some general conclusions.

First of all, it is obvious that Russian libraries (librarians) today realize that attracting a person to reading is a very difficult task, which cannot be solved in the course of a “campaign”, “volitionally”: “it is impossible to force reading, it is possible to infect reading”. In addition, it became clear that the intimacy of the process of reading itself implies a personal, individual approach to the one we want to make to read. Therefore, Russian librarians now consider their main tasks to be: the formation of a friendly image of the library, where everyone can find help; educating the need for reading among various categories of readers; development of a culture of reading, i.e. skills that allow the reader to independently determine his circle of reading.

The study and analysis of the materials of already implemented projects, which were sent by more than a hundred Russian libraries to the above-mentioned competition, shows that their activities are extremely diverse and carry a strong creative charge. First of all, attention is drawn to the diversity and brightness, non-standard forms of library activities.

Many of them, wishing to convey the idea of ​​the value of reading to non-readers, take their events beyond the walls of libraries - onto the streets, in cafes, in the midst of people. An interesting, well-thought-out and well-executed library project in Astrakhan can serve as an example.

The aim of the project was to draw attention to poetry. The library held a corresponding open city-wide action on the streets, in Internet cafes, in universities, etc. The action took place in three stages. The first stage is visual. Conditional motto “Make a verse! Look at the verse! The authors of the action, through the works of Mayakovsky, Khlebnikov, Kruchenykh, Voznesensky, Moritz and others, tried to reveal and show the common nature of the poem and the image; in this they were helped by painting, appliqué, computer layout, photography, household items. The second stage had the motto "Verse by ear". Now cinema, theater, music helped to understand the verse. Poems sounded both in archival records and in the author's performance. The third stage of the action was called "The Element of Verse - Poems by Mail". One day, a person had to take a book, read poetry and then send someone a poem they liked by mail or e-mail. The scene of action is a city park, a cafe, an Internet cafe, where tables were placed, on them were books and postal supplies, mailboxes, etc. This action captivated the whole city, literally every person, especially the young, was covered by it.

The goal of another project - "Kniga-Dolby Digital Surround" (Barnaul) - was to create a positive image of the library among young people, to adapt the traditionally existing form of the library to the current socio-cultural situation in the youth subculture. The project involved the formation of links with commercial structures that are ready to cooperate with the library; monitoring the interests of young people; improvement of forms of work with it. The library's partners in the implementation of the project were: a nightclub, an entertainment center, periodicals, radio, etc. Advertising about the activities of the library, in particular, about its competition for the best knowledge of the classics "For every book - a film", was placed on the streets, in public toilets, in a nightclub, at parties, on the websites of entertainment institutions, on the walls of universities, etc. This action achieved its goal: young people began to treat the library as "their own" organization.

The goal of the project "Reading for everyone" (Novosibirsk) was to go beyond the existing library audience. The project was aimed at non-reading youth and the part of the population that does not read much; Among the directions envisaged by the project was overcoming the cultural isolation of problematic social groups (difficult teenagers, adults and children with disabilities), as well as the revival of the tradition of family reading. During the implementation of the project, the need to expand the sphere of influence of the library by going beyond it was revealed: to bookstores; book fairs, city holidays; this included book festivals; promotion of the book in parks, summer camps, city yards. The project assumed the solution of the following tasks: to involve in the promotion of the book those who have withdrawn from this work, including city authorities; formation in the public environment of "fashion" for reading; attraction to reading literature of different genres and styles; development of interest in local history, the use of the cultural heritage of the region, as it is presented in the book world, etc.

Within the framework of the project, the literary games “Simbirsk literary tract”, “Simbirsk through the eyes of Lieutenant Lermontov”, “E-mail to your favorite author”, “Read it, you won’t regret it”, “Let’s open a book together”, etc. were held.

The project of the Yekaterinburg regional library “We, coffee and a book” was a great success. The authors of this, as they themselves defined, “book and gastronomic” project aimed to create a new image of the library in society - an image of an open, friendly system. In this project, the dream of any reader about a library that never closes has come true. The authors of the project managed to create a feeling of genuine closeness to the book. A literary cafe was opened in the library, which began to work after the closure of the library itself. In the cafe, which is called “Almost Eight” (in a special font, separate parts of these words, which formed the word “Pulp Fiction”), are held literary meetings, discussions of books, exchange of reader impressions, communication of all those who “peeped into the light”. A "virtual coffee house" has been opened on the library's website, where every reader and visitor of the cafe can express their opinion about books, about the library, just about life. The library cafe "Almost eight" is very popular in the city, especially among the youth.

The idea of ​​the need to read lies at the heart of the project “I have read it... And I advise you” (Nizhny Novgorod), during which famous people of the city talk about what they read. The project was opened by the mayor of the city. The participants of the project had to form (and developed) an opinion that “a person who reads is a successful person” (that was the name of the heading in the local newspaper).

The task of attracting non-readers to reading was before the authors of the project of the city library of Zarechny (Penza region). To this end, librarians took to the streets of the city and conducted a survey (survey, questionnaire) with video filming. 3000 video questionnaires were collected. The results of the survey were presented to the population of the city in the films "Reading Zarechny", "Portrait of Our Reader". A "Read the Best" recommendation index was created and posted on the library's website.

A number of projects submitted for the competition were devoted to the problem of family reading and getting children to read. The projects "Az, Buki, Vedi.. We read with the whole family" (Nizhny Tagil), "Reading from birth" (Tyumen region), "Reading family" (Omsk) actively promoted the idea that "a reading family is a prosperous family." In the course of the projects, contests were held (for example, “Our Family Form”), books were handed over to families with many children, a “School for Parents” was organized, advisory manuals and exhibitions were created (“When we are at home with the whole family”, “Children advise parents”, “Library + family = ?”, “How to captivate a child with reading?”), postcards were printed with the text of lullabies that were given to young parents, as well as bookmarks “Read 20 minutes to children daily!” There were lists of books for toddlers.

The idea of ​​attracting non-reading children to reading lies at the heart of the project “Reading while listening” (Vorkuta), which involves the equipment of an audio subscription: “reading with ears” is becoming fashionable in Russia.

The Tales of Our Yard project (Vologda) includes such events as a city holiday for children's books, a city competition for children's literary creativity, a summer reading program, and a professional competition for storyteller librarians. The goal of the project was to affirm the value of reading both in a small community of children and adults (yard) and in the large cultural space of their native city.

A number of projects were devoted to the problem of promoting reading among different reader groups. Thus, the project "World without Borders" is aimed at people with disabilities. This project is unique: its authors created an automated workstation (AWS) for a blind reader with Internet access, provided him with tiflo equipment and the necessary programs, thereby creating a barrier-free environment in the library.

The project “With a book on life” (Belgorod) was addressed to the elderly and people who found themselves in difficult social conditions: veterans of the Great Patriotic War, disabled people, “Afghans”, “Chechens”, as well as those who are serving sentences in correctional colonies and prisons. As part of this project, a "Reading Center" was created in the Regional Library. It provides information assistance to readers on legal, economic problems, and other issues related to their lives. Actions are being taken to form the funds of prison libraries; a stationary point for issuing books was organized in the hospital for war veterans. The Reading Center is doing a lot of work to eliminate secondary illiteracy (difficult teenagers). Their interests, including those of readers, are constantly studied. A data bank on legal, medical, psychological problems, etc. is being created. Special programs are being implemented on issues that are especially relevant in their environment.

The project “Reading Man” (Nizhny Tagil) is very interesting, within the framework of which the “Reading Administrator” programs are being implemented; "Reading Entrepreneur"; "Books that real men choose"; "Reading doctor"; “Reading police”, etc. These programs carry the idea that readers differ from non-readers by a higher level of intelligence development, have a larger memory capacity, and have a better command of speech; that people who read more easily enter into social contact, find the right solution to a particular issue faster, and so on.

A number of projects were devoted to the problem of learning foreign languages ​​as a means of introducing reading. Thus, the projects “FAN (French, English, German) Center in the Library” and “SI-DI and Learn Foreign Languages” (Belgorod), “Learning English” (Krasnodar), “Creating a Resource Center for Learning Foreign Languages” (Veliky Novgorod) are aimed at enhancing the study of foreign languages, reading foreign literature as a means of meaningful and useful leisure for the younger generation. These projects include fairs and festivals of foreign books, meetings with writers, translators, teachers of foreign languages, etc. Library sites are being created on the Internet in English, CDs containing information about foreign books are being issued; recommended lists of books are compiled for various reading categories.

Part of the projects submitted for the competition was devoted to the development of a culture of reading, increasing reader activity. Within the framework of the projects Creative Reading of the Classics (Novosibirsk), Leader of Reading (Primorsky Territory, village of Kavalerovo), photo contests were held (“Portrait of a Reader”), literature reviews (“What should be read before the age of 20”), and a club “Reading a Person” was organized.

Of great interest is a series of teaching aids on the methodology of reading fiction, created by Novosibirsk librarians: "Slow reading", "Analytical reading", "Volumetric reading", "Marked reading" (with a pencil in hand), as well as methodological developments - "Types of records owned by a qualified reader", "Dictionaries - friends and helpers", etc.

The project of the University Library of Omsk is dedicated to the development of a culture of student reading. Its goal is to spread reading among students; education of reader's tastes; revealing the creative possibilities of students. Within the framework of the project, a study "Students - Readers of Fiction" was conducted, which allowed the library to make adjustments to its activities. The newspaper "Chitalka" is published, on the pages of which materials are published that contribute to improving the culture of reading students, including the page "Literary Omsk". There is a "poetry workshop", competitions are held (prizes - vouchers to a sports camp, subscriptions to the pool, etc.), a regional interuniversity poetry festival, an intellect show, a competition for the best reading group, a book workshop on "infectious" reading, a CHIPS program - we read, play, sing, laugh. The library constantly publishes colorful booklets that highlight its work. The interests and requests of students are constantly monitored.

All projects, to one degree or another, use modern technologies and methods to promote the reading and presentation of the book. This includes video filming, the creation of library websites, the placement of various information on them, the use of CDs, and much more.

Another feature of the modern activities of libraries is that it involves a broad partnership with organizations and institutions for which the importance of the stated problem is clear. An analysis of organizations participating in library projects showed that these are primarily the city administration, the media (electronic and print), general education schools, universities, secondary educational institutions, museums, libraries of other departments (school, university), creative unions (writers, composers, artists), charitable foundations, informal youth organizations, business circles, law enforcement agencies, hospitals, prisons, auxiliary schools, and much more. The study showed that the more “deeply” a project is “introduced” into the local environment, the more people are interested in its implementation, the more successful it is.

Summing up, we can say that most of the projects carried out by Russian libraries are mainly devoted to promoting reading among young people, popularizing reading among children, promoting poetry, and attracting people with disabilities to reading. Less common are projects involving work among prisoners, as well as projects that develop literacy and reading skills in adults. Compared to the work of foreign libraries, such acute problems as the popularization of reading among conscripts, the promotion of reading among the male population, the fight against dyslexia, the promotion of reading among ethnic minorities, assistance in the development of basic literacy skills for orphans and children in needy families, work with inpatients of medical institutions, etc., still largely remain beyond the attention of Russian specialists. These problems have yet to be comprehended and solved by Russian librarians.

2.3 Experience of libraries in Chuvashia

2.3.1 Activities of the Regional Reading Center

According to the status, one of the main functions of the National Library of the Chuvash Republic (hereinafter referred to as the National Library of the Chechen Republic) is its participation in the process of preserving and developing the culture of the Chuvash and other peoples living compactly on the territory of the republic, as well as the introduction of innovative methods for promoting books and reading, the formation of a sustainable interest in reading among the population. Of particular importance is the activity of reading centers to unite the efforts of all organizations and institutions (cultural, scientific and educational institutions, national cultural associations, mass media) interested in promoting books and reading.

Having some experience in book promotion, the National Library of the Chechen Republic was actively involved in the implementation of the nationwide program "Reading", assumed the function of a regional Reading Center, developed projects and won grants to promote reading: "Literary Web", "Literary Caravan: between the Volga and the Urals", etc.

The activities of the Center are aimed at promoting the book to the general public and developing the reader's culture, at bringing together members of the local community to conduct book and reader actions and campaigns. It is based not on single, even major events, but on long-term programs that can not only initiate, but also constantly maintain reader interest in a particular topic or literature.

The Reading Center of the New Czech Republic has been operating in a reconstructed building since June 21, 2008 as an independent structural unit.

The purpose of the Center is to activate the interests of the local community in the book, reading, library, to be a navigator in the endless ocean of book production. The activities of the Reading Center are quite diverse. Its main directions:

- informational - informing the population about the book-reading and literary life of the country and the region, publishing houses, authors, literary awards, receipts of books in library funds;

– layers of the local community using all channels and forms;

- project - implementation of specific book and reading programs and projects;

– coordinating – establishing links and partnerships with various administrative, cultural, educational and commercial structures;

- research - the study of the reader's situation in the region.

To study the reader's situation in 2009, the staff of the Center conducted a monitoring "What do we read and what do we read?", which made it possible to analyze the reading needs of the local community. The tasks of monitoring were to identify the main goals of reading and to determine existing preferences.

The survey involved 100 respondents, of which 42% were men and 58% were women. The social activity of women, as expected, was higher.

The age of the respondents is from 16 to 50 years and older, including up to 20 - 14%, from 20 to 30 years - 34%, from 31 to 40 years - 18%, from 41 to 50 years - 13%, over 50 years - 21%. Most of the respondents - 48% - have higher education. 26% of respondents have secondary specialized education, 26% of survey participants have secondary and incomplete secondary education.

Thus, the educational status of the respondents is quite high.

The main part of the respondents (79%) go to the library for reading literature, 43% of the respondents usually buy books, 23% take the literature they need from friends. 31% of respondents use their home library. The fact that the majority of readers take books from libraries speaks of the high prestige of library institutions, despite the difficulties with acquisition.

Among the readers who take books from the library, 42% use the National Library of the Czech Republic, 26% go to the libraries of educational institutions or at work, 9% to district or city libraries, and 2% of the respondents in rural areas.

To determine the reader's interests and needs, the questionnaire included the question "For what purpose do you most often turn to a book?" An analysis of the answers showed that for the purpose of entertainment and recreation, it is in 1st place (53%), in the second (36%) and third (36%) places - as part of the educational process and in order to learn new facts, 22% of respondents apply due to production needs.

Out of 100 respondents, 81% prefer reading fiction, 34% read newspapers and magazines, 24% prefer specialized literature, 19% prefer popular science publications, and 16% read educational literature. The preferences of others were varied.

At the time of the survey, book lovers preferred the works of P. Coelho - 10%, M. Bulgakov "The Master and Margarita" - 5%, B. Akunin - 4%, D. Rubina - 2%, E. Rice - 2%, L. Ulitskaya - 2%, A. Chekhov - 2%, B. Werber - 2%. The preferences of other readers were single. 34% - refrained from answering. 48% of respondents note that having read the book once, they undertook to reread it again.

Cheboksary residents prefer to take fiction (adventure, detective stories, science fiction, novels) on the road - 30%, 26% read newspapers and magazines. 41% of respondents do not read on the road, while the preferences of others are rare. Since the monitoring was carried out in the city of Cheboksary, questions of a local history nature were included. We were interested in whether the books of Chuvash writers and poets are in demand among the readers of the city.

It turned out that only 32% of all respondents read books by Chuvash authors, and 7% refer to them periodically. The most readable works were called K. Ivanov’s works “NARSPI” - 10%, L. Agakova “Salalami” - 7%, N. Mranka “ĕmĕr sakki Sarlak” - 6%, also the respondents were called the works of A. Artemyev, P. Huzangay, Y. Uhsay, N. Simunov, W. Elmen, Yu. Silel and many others. We were interested to find out what the respondents think about traditional media - whether they will continue in the future, and also what is the proportion of users among the respondents who read books on the Internet.

E-books are read only by 25% of respondents, most of whom are young people from 16 to 30 years old (48%), traditional books are preferred by 75%. When asked whether books will remain in their traditional form in the future, 72% of respondents answered in the affirmative, 6% will replace them with the Internet, 18% of respondents found it difficult to answer, 4% answered that other sources of information will replace them. It is gratifying that the majority still believes in the future of the printed book.

Thus, it can be noted that reading habits and habits have changed, but interest in books has not decreased, although many note the lack of time to read books. Reading, fiction and educational literature predominates among young people. Respondents on the streets named the works of classics and contemporaries, both domestic literature (Chekhov A., Gogol N., Griboyedov A., Tolstoy L., Bulgakov M., Solzhenitsyn A., Sholokhov M., Akunin B., etc.), and foreign (Mitchell M., Hugo V., Bradbury R., Coelho P., Remarque E., Tolkien J. , Shakespeare W., Wilde O. and others).

The changes taking place both in the country as a whole and in the field of information services encourage librarians to look for new forms and methods of working with readers and users of libraries. Time makes new demands on the librarian as a professional and as a subject of innovation processes. Therefore, all work in libraries should be aimed at fundamentally changing the attitude of society, especially young people, to literature, maintaining the social status of the book, and involving the general public in reading and using libraries.

The introduction of the population to reading, to the use of library books has always remained the main task of the libraries of the republic. An analysis of the activities of libraries in 2008 showed that they carried out various activities to promote books and reading.

Libraries of the Mariinsko-Posadsky district use the capabilities of modernized libraries to promote reading. For example, in the Sutchevskaya rural library for students of the 11th grade of a rural general education school, a presentation of the exhibition-view of literature “The Silver Age in Russian Literature” was presented, where along with publications on traditional media, electronic books were presented.

The Sotnikovskaya rural model library of the Bolsheshigaevsky rural settlement, within the framework of the International Book Day, prepared and held a Children's Book Week, the program of which included the Yakovlev and Ivanovo readings, traditional in the region, which not only promotes the popularization of books and reading, but serves as a good gift for the days of memory of I.Ya. Yakovlev and K. Ivanov. Fairy tales by I.Ya. Yakovlev and the pearl of Chuvash poetry - the poem "Narspi" by K. Ivanov. The library has prepared portrait exhibitions dedicated to these outstanding people who are proud of the Chuvash people, an overview of their life and work, a theatrical performance based on the poem "Narspi". The media cinema hall was working all week in the library, where an electronic presentation dedicated to Narspi was demonstrated.

Reading lessons "Words fly away, what is written remains ..." for children of the senior and preparatory groups of the kindergarten was prepared by the Pervochurashevskaya rural library of the Mariinsky-Posadsky district. They are dedicated to the 75th anniversary of the founding of the publishing house "Children's Literature" (1933) and the Day of Slavic Literature and Culture. The publishing house has published many books with Russian folk tales, epics, Russian folklore, so the library staff, with the help of these publications, are trying to instill in the kids a love of books and reading. The children watched cartoons based on Russian folk tales.

Reading is promoted in libraries as part of the implementation of specialized programs. For example, the City Family Reading Library on International Children's Day presented the "Summer Reading Program" - "Together with a book - in the summer" and announced a photo contest "Summer. Dad. Mother. I am a reading family. The summer reading program included open days, information and educational hours and much more.

Activities to promote and promote reading are held in all libraries of the municipality "City CLS" Kanash. They introduce children and young people to the work of classic writers, contributing to the popularization of literature among the youth, and also acquaint the younger generation with the work of contemporary writers. Interest clubs are doing a lot of work in this direction. The literary club "Rodnik" operates at the Central Library, which has become a meeting place for writers, poets and the city's creative intelligentsia. Since 2002, the central library and the children's art school have been working to promote books and reading among children and youth in the aesthetic association "In the Kingdom of Colors and Books." As part of the work of this association, the attention of the children was offered: the literary composition "Everything starts with love ...", the etiquette class "We learn the rules of good manners", the intellectual competition for the Day of Slavic Literature and Culture "ABC: the verb is good", the ecological evening "I breathe, which means I live ...", etc.

The Central Children's Library of the city continued the work of the center for developing reading "Magic Book" under the program "Writers - Anniversaries 2008". The purpose of the program is to develop in children the need for systematic reading, as well as the need for new knowledge; familiarization with the classics of children's literature. The events were held for children who found themselves in a difficult life situation. Literary marathons, poetry evenings, meetings with writers were held monthly for students of the boarding school, social shelter, rehabilitation center and schools of the city, where children could talk with librarians about the book they had read in a free and relaxed atmosphere.

Since 1992, the theater of the book "Firefly" has been operating in the family reading library - branch No. 3, which contributes to the development of the imagination and creative abilities of children, the expansion of the reader's horizons, and the popularization of the best works of children's literature.

Every year the Urmar Central Library holds the Day of the First Readers. In 2009 the event was called “Reading books is a pleasure”. Each meeting with a new visitor is interesting, because various drawings and contests are used.

It has also become a tradition to hold campaigns “Give a book to the library”. Following its results, a meeting with donors was held under the title "Giving - we glorify our name." Letters of thanks were presented to everyone who put a piece of their heart into this noble cause. A personal book exhibition of the reader "From the collection of V. Slavin", who donated more than a hundred books to the library, was arranged.

In order to attract young people to reading for high school students of the village, the Young Reader's Holiday "Literary Rainbow" was held in the central library. In the course of the "Library + Family" action, the Batyrevskaya District Children's Library conducted a sociological study among children and their parents "Reading in the family circle: current state and prospects." The purpose of the study is to determine:

§ what role does reading books play in childhood;

§ what is the impact of reading on life;

§ involvement of parents in the problems of children's reading;

§ What is the reading circle of children and their parents, grandparents.

A total of 40 parents and 50 children were interviewed. According to the age category, the survey involved parents from 27 to 50 years old. In terms of educational level, 26 respondents have higher education, which is 65%; 11 - secondary vocational (27.5%); 3 - secondary education (7.5%). Moreover, not all respondents are readers of the children's library, so librarians paid special attention to this group and set a goal:

§ to acquaint them with the book collections of the children's library;

§ Intensify work with parents.

For this purpose, booklets were distributed during the action, introducing parents to the library, with the latest in modern literature, invitations to visit our model children's library, and discussions were held about the need for family reading in order to educate children and adolescents.

Among the children, 17 boys and 33 girls aged 8 to 17 were interviewed. The circle of reading of parents and children for the most part coincides: they mainly note the classics of children's and Russian literature. Almost all respondents gave the same answers that the book is a friend of their family. Reading families are not only able to continuously learn and constantly acquire new knowledge, they are the ones who can master the most valuable of world culture.

Summing up the results of the survey "Reading in the family circle: current state and prospects" we can say:

§ that an important task of the library is to support family reading, since it is in the family that the moral foundations are laid, spiritual values ​​are instilled;

§ to promote children's reading for the summer, the library will host the following events: exhibitions-views "Vacation with a book", "Relax, but do not forget to read." Children's reading programs "What to read in summer" for different ages have been developed. A competition is announced for the best "summer reader's form";

§ To familiarize parents, grandparents with the work of the children's library, the holidays “To the Library with the Whole Family”, “Open Doors Day”, “Favorite Books of My Family” will be organized.

Today, in order for children and adolescents to read, it is necessary to make much more effort than before, and these complex tasks will have to be solved by librarians in close contact with parents.

In the activities of children's libraries, one can note the activation of organizing summer reading for children. Libraries began to formalize this work as a program-targeted one, which significantly improves its quality level. The “Magic of the Book Summer” program of the Alikovskaya Children's Library is aimed at attracting children to the library during the summer holidays, their intellectual development, joint creativity of parents and children, close communication between the little reader and the librarian, dissemination of local history knowledge, and fostering a sense of love for the Motherland.

In order to bring the book closer to the reader as much as possible, some libraries have developed and implemented projects to organize children's reading “in the open air” (“Open Air Reading Room” of the Central City Library of Cheboksary), competitions of drawings on asphalt, theatrical performances in school camps. In the Chuvash Republican Children's and Youth Library (ChRDYUB) every year during the summer holidays, the action "Reading in the Park" is held. Many young readers were attracted by the so-called "park library", where volunteers also act as librarians (high school students are regular readers of the library). The summer reading program “Books Have No Holidays” is designed to help schoolchildren not to lose the knowledge gained over the summer, but to increase it. As a rule, throughout the summer, the library has a book exhibition-advertising "The Most Popular Books of Summer", thematic literary readings and quizzes, competitions "The Best Reader of Summer", and the library turns into a Read Island.

On November 23, 2009, the literary and theatrical marathon "READING MOVEMENT" was launched in CHRDYUB, which was held as part of the network marathon of cultural events of the Chuvash Republic. Holding such a large-scale action became possible thanks to the Grant of the President of the Chuvash Republic to support innovative projects in the field of culture and art.

In the foyer of the library, guests and participants of the holiday were met by literary heroes. The festive action took place in the reading room, which for a while became a "fairytale station", from where the main characters - heroes and writers - set off on an unusual journey through the cities and villages of the republic.

Well-known writers of Chuvashia R. V. Sarbi, E. V. Basova, D. Yu. Suslin, G. A. Belgalis came to the meeting with young readers. For the first time, readers heard poems by the poetess Irina Niva, songs performed by singer K. Osokina based on poems by G. Serebryakova.

On November 24, the writers' landing "Reader's joy - to the children of the village!" landed in the Tsivilsky region. The mood of the holiday was given by children's creative teams led by E. Gordeeva in the concert program "The sun is laughing in the sky ...".

The meeting place for writers and readers on November 26 was the Yantikovskiy district. Here the guests were gathered by writers L. M. Sarine, N. Parchagan, V. P. Pugacheva, N. P. Izhendey, journalists of the children's newspapers "Tette", "Samant", "Tantash".

During the Marathon, a bookcrossing campaign took place, and book donation campaigns were held. So, just like for many years in a row, on the eve of the New Year holidays, children's libraries will receive a set of the best books for children as a gift from the President of Chuvashia, N.V. Fedorov.

The activity of children's libraries in the promotion of reading, the spiritual, moral and patriotic education of children and adolescents is best demonstrated by their participation in the hit parade of book exhibitions "Reader Launched!". Literary and theatrical marathon finished in CHRDYUB.

The organization of cultural and leisure theatrical events that form a positive attitude towards reading and contribute to the multicultural education of the younger generation is also carried out by the Central Library. Yu. Gagarin, Novocheboksarsk, having created a theater of the book "Reading" at the library. The purpose of the Theater of the Book is, first of all, the spiritual rehabilitation of a person. For this, a book is taken and a performance is made. Usually the theatricalization of the book is not a complete repetition of the original. This approach is not accidental. Its essence lies in the fact that some kind of understatement remains, and it pushes the audience to read the book. The repertoire of the Reading Book Theater includes only the best works of literature for children and youth.

Each performance in a tactful, unobtrusive form tells about the basic values, without which a person has no right to be called a person: about love and fidelity, about tolerance and mercy, about kindness and courage. And together with the characters of the performance, the viewer is looking for an answer to difficult moral questions, learning to distinguish good from evil. Impressions from such communication with the book remain for life. It is important to pay attention to the fact that the created "intrigue" encourages passive viewers to become active readers later. The forms of work of the Theater of the book are very diverse: these are literary evenings, and theatrical fantasies, and lessons-performances, etc.

CONCLUSION

In order to popularize the book, presentations of the best books, evening meetings with Chuvash writers and poets, competitions and festivals of the national book are held, forms popular with young people are used: hit parades of favorite magazines, literary and artistic readings, various actions to promote reading outside the library territory in the form of theatrical performances and literary shows.

The most striking were: "Christmas Poetry Night in the Library", the VI Republican Festival of the National Book "Through the book - to the consent of the peoples", the organization of the open-air reading room "Biblioplace - the territory of reading" and many others.

It has become a tradition to hold the annual Festival of the National Book, which first started in 2002, attracting more and more participants every year. It has become a holiday that unites readers of all nationalities of the republic and evokes a lively response from the population, because. well-known writers, artists, representatives of Russian, Chuvash, Tatar and other publishing houses take part in it.

Compiled by:
Yakovleva Elena Vitalievna,
head of methodological department
AODB named after A.P. Gaidar

Introducing children and teenagers to reading, promoting the value of reading and books, stimulating their interest in the world and Russian literary heritage is the main task of children's libraries. It is on its implementation that the efforts of librarians are directed by providing access to all types of information, organizing educational mass events and actions, holding creative competitions, and creating interesting book exhibitions.

More and more children's libraries in the Arkhangelsk region are joining the All-Russian action Library Night. In 2013, the Central Children's Library of the Koryazhma CBS held an action for the second time. It was dedicated to the anniversary of R.L. Stevenson "Treasure Island" and was called "Boarding!". The librarians, dressed as pirates, invited the children to a library quest on the schooner Hispaniola. Firecracker salute heralded its beginning. The participants, divided into four teams, went on an informative and dangerous journey through the library according to their route lists. The treasure search map was made of specially aged paper. After that, the young pirates were able to refresh themselves in the tavern "At Flint's" and take pictures for memory. The guys learned a lot of amazing details about the life of pirates from the review at the exhibition “Pirates Real and Invented”. The culmination of the evening was the drawing of the library lottery. Devon girls and boys who scored the most "readers" for participating in competitions and quizzes of the library, as well as for reading books and magazines, received books as a gift. The lucky ones were able to win certificates for a trip to the Kotlas Drama Theater for a performance. At the end of the festive program, those who wished could watch a cartoon or take part in the master class "Sea Inhabitants". The drawing of the super prize "The last one to leave the pirate schooner" ended the event.

For the first time, Library Night took place in the Vinogradovskaya, Karpogorskaya, Nyandoma and Mezenskaya children's libraries. That evening, 130 children and teenagers attended the lessons of the "School of Horrors" in the Vinogradov Children's Hospital. The first lesson is "The Sabbath of Unclean Forces." The guys were able to overcome the witching obstacles and cunning tricks of the Mummy and the Witch. The lesson of horror studies took place in a tent, where Eduard Uspensky's horror stories were read by the light of lanterns and they composed their own horror stories. Scary masks were drawn at the paper-scribing lesson. Unclean writing lesson - solving the "Strashlyadsky crossword puzzle". At breaks, they “fought” with the Witch and watched cartoons. Those who wished could relax in the game room with board games. And at the same time look into the buffet "At Yagusi" and try the "magic drinks". It all ended with a costume ball - a disco of evil spirits. Prizes were awarded for the best costumes and activity at the disco.

Participants of the Biblonoch in Karpogory Children's Children's House could test their knowledge in the games "Mom, Dad, I - a Literary Family" and "Guess the Fairy Tale" or by answering the questions of the Fairy Tale ABC quiz exhibition. All the participants willingly took part in the win-win lottery.

A large program of the Library Night was prepared for their readers by the staff of the Nyandoma Children's Library: quest-orientation "In the library labyrinths", sweet quiz "Amazing question", exhibition-review "Book under the pillow", creative workshop "Do you want to learn?", photoshoot "Reader", video hall "Multkaleidoscope". As our Nyandoma colleagues note, the first experience of participating in such an action was quite successful. The event was attended by a large number of visitors, many children came with their parents. All the activities proposed by the librarians were in demand among the participants of the action. The children especially liked the quest-orientation "In the library labyrinths". Its purpose is to acquaint readers with the structural departments of the library, their functions, and relevant literature. Divided into teams of 2-3 people, the participants went on a journey through the library. The library premises are quite large, located on two floors; in addition, the central library is located in the same building, the halls of which were also used in the game. Thus, the research route for the guys was long. At each point, the participants had to determine the purpose of the hall, complete a thematic task (for example, in the local history department it was necessary to find our city on the map of the Arkhangelsk region, and in the book on the history of the city to find the meaning of the word "Nyandoma"); then get a mark of completion in the route sheet. All participants recklessly completed tasks; I was especially pleased with their ability to freely enter any library premises. The handicraft and diligent children enjoyed beadwork in the creative workshop. Since the models for execution were taken small and uncomplicated in execution, everyone coped with the task and took home the finished crafts. An indicative fact: the video hall, where cartoons were shown during the entire scheduled time, was practically empty - apparently, the guys found more exciting activities for themselves in the library. It was planned to finish "Bibliotwilight" at 20.00, but the visitors were so carried away by various events that the closing had to be postponed to 21.00.

The Mezenskaya Children's Library also offered its readers, participants of the Biblionoch action, a quest. 30 children went on a dangerous adventure in search of a lost, forgotten treasure in the library's book depository. The old merchant's house itself, where the library is located, created a mysterious atmosphere. The library was like a mysterious twilight castle. Without the help of flashlights, mirrors, and most importantly, without their knowledge, readers would not be able to cope with the tasks. Books about treasures, pirates, ghosts pointed the way and helped to find fragments of the map. The ghosts, who came from nowhere, tried to distract and scare the players, and then threw a book with a hint, thereby indicating the right path. And now the fragments of the map have been collected, the path has been determined, but the treasure chest is securely guarded in the black room at night. The owner of the Hobbit library, and with him the black cat. And before you get the chest you need to solve the riddle and drink the magic potion. Darkness, a ladder, a heavy chest, treasures... The lost treasures turned out to be retro items that were once very popular. Cameras, record player, radio, typewriter, overhead projector, vintage dresses, beads, shoes, brooches, lots of records and much more. Curious seekers were able to plunge into the era of the time when all these things were indispensable items in every family. Librarians did not expect that retro things will cause such a flurry of emotions in children. The guys looked at them with interest, tried them on, took pictures for memory. The culminating moment was a retro viewing of the Treasure Island filmstrip. As the Mezen librarians note in their report: “In general, the event turned out to be alluring, captivating into the exciting world of adventure and fantasy books. Our journey managed to cover the most mysterious corners of the library, captivate and interest readers in the book space. This event also touched on local history, as we told the story of the merchant's house, which now houses the library.”

The Seaside Children's Library and the Children's Department of the Yarensky Library organized Library Night in partnership with the Central Libraries.

The Primorskaya Children's Hospital invited children and adults to visit the Land of Unread Books and Igrograd on this unusual night. Pleasant surprises and surprises awaited the children in every corner of the reading room and the subscription. The book exhibition on the subscription presented the most beloved books of childhood. Workshops on making bookmarks and non-traditional drawing were organized. There were many who wanted to take part in the master classes of Uem masters. Those present practiced painting on wood, made a doll-amulet "Bell". Children made their dolls and listened to the story about the traditional folk doll, about what kind of dolls we had in the North, about the rituals and customs associated with them. "Let `s play"! - the exhibition called for lovers of checkers, chess, backgammon and other board games, and connoisseurs of intellectual games achieved victory at the game tables.

The program for children in the Yarensky library was called "Jumping with a book, or" Biblio Twilight "fidgets with Astrid Lindgren's characters in the children's library." The youngest were given a large reading room, where they were lured by Carlson and Pippi Longstocking. The most restless visitors were sent to the gloomy Spider Cave, where a lot of mysterious things awaited them. The calmest worked enthusiastically in the master class on making the “God's Eye” amulet. The most reckless went to the bookcases for a quest game, where it was not at all evil Baba Yaga who showed that bookcases can also become the subject of the game. That evening in the library it was possible to become a "co-author" of the artist, putting at her disposal ... your face. The fruit of such a joint work - face painting - was walking around all the premises of the library "dogs", "cats", "pirates", "butterflies", "monsters", "koshchei". It was possible to travel in time, visit a photo studio and take a photo in retro style, have tea in a cozy “Tea House”, enjoy fragrant herbal tea. “Bibliotwilight” for children ended with watching the cartoon “Pappy Longstocking” and fireworks from Bengal candles on the street. A bright balloon with the wishes of our little true friends was released into the evening sky. “Original! Impressive! Interesting! It was with great pleasure and joy that we participated in the Library Night!”, “Thank you so much for the wonderful evening that we spent together with the children in the Library Night!”, “…It was very fun and educational!” written by the families of the Guskovs, Gobanovs, Grebnevs and many, many more participants in the Library Night in the Yarensky Library.

The experience of children's libraries in the Arkhangelsk region in holding the Library Night showed that the action helps to attract new readers and form an opinion about the children's library as a universal family cultural center. Librarians manage to come up with forms of work that break the idea of ​​the library as a boring institution.

If the All-Russian Action Library Night is still taking root in the children's libraries of the region, then the Week of Children's and Youth Books has become a good tradition and an integral spring event in all "book houses". In the Onega Children's Hospital these days, a festive literary and theatrical performance "Who invented Uncle Styopa?" was organized and held for children. The children got acquainted with the biography of Mikhalkov, heard his famous and little-known poems and fables, watched cartoons based on the works of the poet and playwright, and also sang songs and staged the poem "Vegetables". In the service department for preschoolers and younger schoolchildren, exhibitions were arranged: “Favorite pages of Sergei Mikhalkov”, “And we have a lot of miracles!”. During Children's Book Week, Onega librarians summed up the results of the drawing competition based on Mikhalkov's works “I took a pencil and paper” and the ecology competition “Vanishing Beauty”. For pupils of middle school age in the Onega Children's Library a literary hour "One Miracle for Life" was prepared, introducing children to the work of the writer Ekaterina Murashova.

The Decade of Reading was timed to coincide with the Children's Book Week in the libraries of the Konosha region. These days, the Konosha Children's Library summed up the results of the regional family competition of readers "Poet of the Country of Childhood", dedicated to the 100th anniversary of S.V. Mikhalkov. There were 30 submissions for the competition. Not only children, but also mothers, grandfathers and grandmothers took part in the reading of poems. The performances of all participants impressed the jury and the audience with expressive gestures and movements, emotionality, originality of performance and the art of impersonation. The decade of reading at the Konosha Children's Library continued with presentations of books by contemporary children's writers. Librarians introduced students in grades 3-5 to the works of Andrey Usachov, Sergey Makhotin, Artur Givargizov, Sven Nurdqvist, Dmitry Yemets, Elena Gabova and others.

2013 turned out to be rich in meetings between young readers and writers. Andrey Usachev and Stanislav Vostokov were the guests of the Mirny Children's Library. Readers of the Primorsky and Novodvinsk children's libraries were able to communicate with writers Anastasia Orlova (Yaroslavl) and Aya en (Moscow), as well as literary critic, organizer of the Kniguru contest Ksenia Moldavskaya. Also, meetings with the children's writer Irina Vladimirovna Repyova were held in the Primorskaya Children's Hospital. Irina Vladimirovna told about herself, about her native city of Torzhok, where she was born and grew up. She moved her favorite city to fairy tales under the name of the town of "Fire Bird". It is in it that the incredible transformations of its heroes take place. The writer told the children about her new book, The Postcard Ship. Irina Vladimirovna tries to convey complex truths about the problems of the modern world through the experiences and adventures of her fairy-tale heroes. She talked with the guys about how the word can do good and overcome evil. The writer was pleased with the exhibition of drawings “And Book Heroes Come to Life”.

The librarians of the Arkhangelsk Central Library Library called the meetings of young readers with writers important and remarkable events of 2013. Pyotr Sinyavsky, Sergey Georgiev, Irina Repyova, Oleg Trushin, Stanislav Vostokov visited the guests of the Arkhangelsk city. In the online mode, young Arkhangelsk residents were able to ask Anna Ignatova, a wonderful poet and writer from St. Petersburg, questions. Anna Sergeevna read her poems, spoke about the new book "Kingdom A", shared her thoughts on the role of reading. And then she answered questions. About her destiny as a children's writer, Anna Sergeevna said: “To be a children's writer is to write books that children will read. Sami. And a very good children's writer writes books for children that the child puts under the pillow. Because he reads late. Meetings of readers with northern writers Alexander Ipatov, Elena Antropova, Ksenia Goryaeva have become traditional in the municipal libraries of Arkhangelsk.

Arkhangelsk poetess Galina Sycheva became the guest of the Velsk Children's House. In a warm, friendly atmosphere, young readers listened with pleasure to poems about the school life of boys and girls. They themselves told Galina Petrovna interesting cases from their lives. The meeting with Galina Petrovna was wonderful in the Nyandoma Children's Hospital. It was attended by children of different ages with their parents and grandmothers, teachers with their students, a correspondent for the district newspaper, the head of the literary association "STIKHiYA".

Pupils of grades 2-3 gathered for a meeting with the children's writer Vyacheslav Pavlovich Chirkin at the children's library-branch No. 11 "Book Pilot" in Kotlas. The author showed his very first book, which was written by hand and photocopied in five copies. At the meeting, the children guessed the riddles of the writer, illustrated one of his fairy tales. The children gave the writer a deer toy with a request to write a story or fairy tale about him. Young readers actively asked Vyacheslav Pavlovich questions, to which the storyteller answered in detail and in detail.

In 2013, employees of children's libraries worked actively and interestingly to promote fiction. Anniversaries of writers occupy a special place in the work of libraries with fiction. The literary and musical composition “I will see with my heart” for the 90th anniversary of the birth of the front-line poet Eduard Asadov was prepared and carried out jointly by the employees of the Kotlas Central City Children's Hospital, teachers and pupils of the Kotlas orphanage. The students got acquainted with the life and work of the poet. The children read the poet's poems about war, love, sensitivity. The event was decorated with songs by Soviet composers performed by children from the orphanage.

In the City Children's Library No. 1 named after E.S. Kokovin, on the occasion of the 75th anniversary of the birth of Yuri Koval, a meeting was held between the Honored Artist of Russia Dmitry Trubin and Arkhangelsk schoolchildren. The artist personally knew Yuri Iosifovich, illustrated his work "Underdog". At the meeting, the guys got acquainted with the works of the hero of the day presented at the exhibition "The World of Yuri Koval", then watched the amazing cartoon "The Wormwood Tale of Three Pancakes Long" based on the writer's works, and the meeting ended with an interesting and meaningful conversation about books and reading. Dmitry Trubin told the children that if they want to live an interesting life and communicate with worthy people, then they definitely need to become real readers.

The unusual book exhibition "Book Cat in a Poke" was issued on the subscription of the Leshukonskaya Children's Library on the eve of the New Year. All books were wrapped in colorful New Year's packaging and provided with a number. Each package contained a small prize: a bookmark, a poster, stickers, a calendar, a magnet, etc. According to the conditions, the guys could take only one book from the exhibition and once. After reading the book, the children had to tell the librarian a summary of the work. And although there was not a single detective story or comics at the exhibition, most of the children were perfectly oriented in the text, answering the questions of the librarian. At the request of the children, the exhibition continued in January. Leshukon colleagues noted the high efficiency of this book exhibition. For 10 days, 85 books were taken from the exhibition.

It is gratifying that much attention in the past year was paid not only to the best works of classical literature for children, but also to the works of contemporary authors. Employees of the Kargopol DB developed and held a reader's conference based on the book by Andrei Zhvalevsky and Evgenia Pasternak "Time is always good." The library involved children and their parents and teachers in the preparation of the event. The conversation turned out to be very interesting and useful. The children expressed their opinion and reflected, the parents recalled the events and actions of their childhood. For summer health camps, the children's library-branch No. 7 of the MUK "Kotlasskaya TsBS" conducted a review of new books "A new book has come to us." The children were especially interested in the book by modern American writer Kate Di Camillo "The Amazing Journey of Edward Rabbit". Thanks to this work, librarians were able to talk with children on a very serious topic - the ability to love and appreciate their relatives and friends.

At the beginning of the school year, for students in grades 5-6, the Mirny Children's Library held Days of Information "In the wake of book sensations" and introduced the best works of art by Irina Murashova, Dina Sabitova, Maria Parr and other contemporary writers. A benefit performance of the book by Russian writer Ilga Ponornitskaya "Hey, fish!" was prepared for the members of the "Dialogue with a teenager" club. What is interesting about the main character? What helps her survive the ridicule of her classmates? What qualities help a girl to be "real" - to defend justice, to fight for herself and her friends? The teenagers tried to find answers to these questions during the conversation.

In their report, the librarians of the Onega Library Library called 2013 the year of work with fiction. The library staff held a large number of events to promote reading for both primary and secondary school students. Among the events for secondary school students, the most striking, spectacular, and interesting was the literary hour dedicated to the 75th anniversary of V. Krapivin. The story about the writer and his work was supplemented with audio and video materials: excerpts from films, book trailers. After the event, the guys went to the subscription for the books of the writer. The event was held 7 times. The most significant event of the cycle for high school students, Onega colleagues called the literary hour “Joseph Brodsky. Stopover”, developed and conducted jointly with the Central Library. The guys left interesting comments: “Today for the first time we came into contact with the life and poetry of Joseph Brodsky, an amazing poet of the 20th century”; “We really liked the exhibition, the film was wonderful, there were many poems. We did not even know that such a talented person lived in our region. We learned a lot of new, informative, interesting things”; “The film about Brodsky was created professionally and is easily perceived by our age. Brodsky has a very interesting style of writing poetry that attracts listeners. We are grateful for the experience." The lesson-reflection on E. Gabova's story "Rain from the last century", written specifically for 10th graders, turned out to be very touching. One of the main themes of the story is the theme of young people's responsibility for their actions. The lesson was in the form of reading with stops. The 10th graders were embarrassed to think aloud about the problems raised by the author. Therefore, at the end of the lesson, they were asked three questions, which they had to answer in writing. Is the story relevant for 10th graders? What do you think about the main characters Igor Agafonov and Valya Gromova? The experience (his mother's story about his father) stops Igor from forcing a relationship with a classmate he likes. Do you agree with the author's decision. Comment on the ending. The librarians received very different answers, not everyone liked the story, but everyone answered that it was relevant, it makes you think. Young people wrote: “Yes, this is a typical story. This happens quite often. Igor loved her sincerely, took care of her. She failed to appreciate it. It's a pity". “You just recognize yourself in the characters of the story. Igor - well done, he did the right thing. No need to take risks, why a child at that age? “Igor Agafonov saw his future wife in Valya, thought about her future and about his own. Valya showed herself not from the best side. It's good that mom told Igor about his father, it gave the guy invaluable experience. As Onega librarians note in their report, after such events, many children become active readers of the library. And this is one of the main tasks that any library sets itself.

Each person is obliged to take care of his intellectual development. This is his duty to the society in which he lives and to himself. The main way of intellectual development is reading

D. S. Likhachev

The library... the ancient and ever-living abode of the human mind. The fixed rows of bookshelves contain countless facets of the living world: the irreconcilable struggle of ideas, inquisitive scientific research, enjoyment of the beautiful, gaining knowledge, entertainment, etc. - ad infinitum. All the life of the universe is concentrated in this magical crystal, called the library. Today we are overwhelmed by an avalanche of information. How to master and assimilate this information? What should be done in order not to clutter up one's mind with rubbish that is not needed, to enrich it with the knowledge of all the facts, without which there can be no modern educated person? The library should become the center of reading guidance for readers, especially in adolescence. How to help the reader, especially the teenage reader, find the answer to his question, based on the book? The librarian is required to be able, using various forms and methods of communication with readers, to manage the reading process, trying to arouse the interest of the modern teenager in the classics, in order to awaken the process of self-awareness in him, to push him to choose a spiritual model of behavior.

Reading is an indicator not only of the state of society, but also of society's attitude to its future.

In recent years, there has been a need to increase the role of libraries in the educational impact on the younger generation, understanding the impact of reading on the process of socialization of the individual at any age. Of particular concern is the reading of young people, as the most dynamic social group and the most active category of readers in need of knowledge. Hence, the role of the modern library grows, which has always been both a repository of information and a basis for education and culture.

To support and develop reading it is necessary:

More actively support initiatives and use the experience of other libraries in promoting reading, primarily among children and adolescents;

Introduce into practice modern forms and methods of popularizing the book, aimed at improving the quality of reading;

Actively inform specialists working with children and youth about the latest domestic and foreign literature;

Actively promote family reading traditions;

Pay increased attention to the development of literary creativity in children, adolescents, youth and adults;

Develop and implement targeted comprehensive programs and innovative projects to support reading, including those involving the introduction and use of modern technologies;

To form a positive image of the library in the local community, using modern PR technologies for this purpose.

Reading support forms:

2. Information forms: significant literary dates, awards in the field of literature, books-anniversaries, writers-anniversaries, events dedicated to reading, reviews of new books, thematic selections of publications, books, video and audio reports, meetings with participants in the literary and publishing process, analysis of the literary segment of the Internet.

3. Interactive forms: polls, online quizzes on the work of the author (authors), ratings of books and writers, voting.

Tasks:

Raise the interest of the local community in the national book, reading and library;

To revive the prestige of reading;

To involve the younger generation in an interactive dialogue, in reading literary texts on the Internet and on electronic media;

Stimulate the initiative and creativity of readers;

Contribute to strengthening the positive image of the library in the eyes of the public as an information and cultural center;

Preservation of family reading traditions.

The main directions of popularization of reading in libraries:

Popularization of classical literature (both within and outside the curriculum);

Acquaintance with modern literature;

Support for literary creativity of readers;

Development of leisure reading of periodicals;

Involvement in reading in the library as a whole.

3. Kapytok, A. Library exhibition - visiting card of the library // Library Light. - 2011. - No. 5. - p. 18 - 19.

4. Karzanova, A. Development of innovative forms of exhibition activity // Library of Prapanue. - 2012. - No. 2. - p. 20-26.

5. Loginov, B. Priority - computer networks [information technology] // Library. - 2011. - No. 4. - p. 14 - 15.

6. With the library - into the future: the experience of the information and educational multimedia center of the Central Children's Library named after. A.P. Gaidar, Borisov // Library of Prapanue. - 2011. - No. 4. - p. 26-28.

7. Smolskaya, G. Books of the Day [project of the Zhodino Central City Library to open the fund and promote books] // Library of Prapanue. - 2011. - No. 6. - p. 28-30.

8. Khilyutich, I. Small forms - a tangible result // Library of Prapanue. - 2010. - No. 10. - p. 34 - 36.

9. Hololova, L. Find your book, realize your uniqueness! // Library of the Prapanue. - 2012 .. - No. 2 .. - p. 28-30.

10. Shchelkova, I. One topic – different exhibitions // Library. - 2011. - No. 5. - p.17 - 23.

11. Chernova, T. Organization of the library space // Bibliyateka Prapanue. - 2012. - No. 1. - p.2 - 7.

Screen adaptation of works of fiction as a way to promote reading

In today's world, people live at a fast pace and there is not always time for reading. All countries of the world have faced the problem of a non-reading society. Many pedagogical, psychological, library, media and other methods of promoting reading have been developed.

Among the media methods, the most effective is the film adaptation of works of art.

Screen adaptation - staging a movie based on another work of art (most often, based on a literary work). She interprets works of another genre in the language of cinema. Literary works have been the basis of screen images of cinema since the first days of its existence, so one of the first screen adaptations was the work of the founders of feature cinema Georges Méliès, Victorin Jasse, Louis Feuillade, who transferred the works of J. Swift, D. Defoe, J. V. Goethe to the screen.

Throughout almost the entire history of cinema and up to the present, among art critics and, in particular, film critics, there has been a widespread point of view that film adaptation is a kind of “translation” from the language of literature into the language of cinema.

Based on the history of cinema, three types of film adaptation can be identified:

1. Direct film adaptation (literal transcription) - a film adaptation that repeats the book, giving the viewer the opportunity once again, only in the cinema format, to get in touch with the original source. Examples of such film adaptations are the films "Harry Potter" by Chris Columbus, "Heart of a Dog", many European series based on the classics (screen adaptations of Ch. Dickens, W. Shakespeare, L. N. Tolstoy, F. M. Dostoevsky, etc.), in which the book is scrupulously, series by series, transmitted in all its glory, sometimes quite literally, to all the dialogues and off-screen texts.

Adaptations of this kind are almost always good films that are enjoyable to watch. Sometimes a direct adaptation creates a masterpiece. For example, Leonid Bondarchuk's film "War and Peace" has become something more than a neat, comfortable and unassuming adaptation of a well-known text to the screen.

2. Screen adaptation based on. Its goal is to show a familiar work in a new perspective. Often this form is used when the book cannot physically be transferred to the movie screen literally due to a mismatch of volumes, political interpretation, or when the action in the book is closed on the hero’s inner experiences, which are difficult to show without being converted into dialogues and events. Screen adaptation of this type does not strictly correspond to the original source, but conveys the main thing, adding something new. Such adaptations in the history of cinema are overwhelming. An example is PJ Hogan's Peter Pan (in which J. Barry's fairy tale was modernized and acquired a new context, becoming interesting to today's children and adolescents) and most Soviet adaptations of children's books: from Mary Poppins, goodbye! to "Little Red Riding Hood", which were often a worthy transcription of the book into film language.

3. General film adaptation aims to create a new, original film work based on the material of the book, which is interconnected with the original source and complements it. Good examples are Tarkovsky's films ("Solaris" and "Stalker"), "Space Odyssey 2001" by Stanley Kubrick. This is a movie that takes a step further than the usual film adaptations. It not only transfers the original source to the screen, but makes discoveries in the field of film culture and film language.

Any film adaptation, even the most remote from the original source, uses the ideas, material, plots, images, atmosphere of the work. That is, it takes the resources of the source text and disposes of them. And therefore it is fair that it is by the degree of implementation of these resources that we will evaluate the result. To paraphrase A. Saint-Exupery, we can state: "... the screener is responsible for what he screens."

Against the backdrop of a "reading crisis", film adaptation becomes an effective way to support and promote reading. The premiere of the film "Inhabited Island", based on the novel of the same name by the Strugatsky brothers, caused a noticeable increase in demand for the book.

Not all young people like to read - now there are quite a variety of activities, hobbies - the Internet, computer games, sports, but to show a screen version of a really important and instructive literary work means to convey the author's idea not in text, but in visual form. After all, everyone loves to watch movies, one way or another.

Thus, literature and cinema are different types of art, each of them has its own means of conveying feelings and emotions. But with the right combination, we have excellent film adaptations. The book and cinema in this case complement each other, represent a single whole.

In the film adaptation, special means of transmission are used, and very often the film presents a familiar work from a different point of view, causing it to be read again.

Book exhibition as a way to the reader in the information space of the library

There are several definitions of the term "book exhibition". They are published in the "Librarian's Handbook", "Terminological Dictionary of Librarianship and Related Professions", "The Librarian's Quick Reference Guide". All options are given in N. V. Zborovskaya's manual "Exhibition Activity of Public Libraries", but their essence is one thing: a book exhibition is a traditional form of mass library work, the most popular and relevant, focused with minimal time spent on informing users about the content of library collections, about new acquisitions, and also aimed at promoting and advertising the best documents, disclosing their content. Tasks - promoting reading, facilitating the search for the necessary information, drawing attention to a particular problem, a particular document. The exhibitions can be used to judge the style of the library - creative or formal, the attitude towards the reader.

I bring to your attention interesting, in my opinion, exhibitions that can be used in work

Exhibition-visiting card of the library

Exhibition of one book "Birch alphabet" (city library No. 1)

Exhibition-installation "Book leaf fall" (city library No. 1)

Exhibition-installation "Literary House" (Hall of Arts)

Exhibition-recognition "At the crossroads of roads and times" (city library No. 7)

Exhibition-opening day "Mom - the purest love deity" (city specialized library No. 5)

Exhibition "The Road to Eternity Lies to a Feat" (City Library No. 1)

Exhibition "Staronki minulaga native land" (children's department of the library)

Exhibition "In the Arena of the Library Circus" (Children's Department of the Library)

Exhibition-advertising "For children about animals" (hall of literature in foreign languages)

Exhibition-parade “You are Victory. You are beyond words "(City Library No. 2)

Exhibition - a reminder "Without memory there is no conscience" (Central Library)

Exhibition-installation "Front line poets... The war rhymed your lives..." (Central Library)

Exhibition-installation "And the song also fought" (subscription of the central library)

Exhibition-panorama "War sacred pages" (city library No. 1)

Exhibition-panorama "In the book memory of a moment of war" (city library No. 1)

Book exhibition "31 books to be read before the age of 31" (subscription of the central library)

Library blogs are a tool for promoting library news, exchanging experience in promoting books and reading, informing about upcoming events, new acquisitions in the library fund, and attracting a new audience.

Libraries form and improve the information culture of users and the entire local population, teaching them computer literacy in library resources and the basics of working on the Internet. Information culture services are being created at many libraries, and free computer courses for various segments of the population are operating, where the basics of computer and information literacy are taught. These courses are becoming very popular, especially among the elderly.

And, of course, we should not forget about the corporate identity, which includes the development of a logo, letterhead, business cards, invitations, certificates, diplomas to reward readers. A set of graphic elements that libraries use on letterheads, promotional materials, publishing products allows you to create a holistic view of the activities of the library, so that it is remembered and recognized as a kind and good friend.

Cultural and leisure programs- "Sunday in the Library", "Library Night", "Library After-school".

Literary brain-rings- “In the circle of favorite books”, “Writers of our childhood”.

Comprehensive forms of book and reading promotion– “Reader's Pleasure Day”, “A Day with a Writer”, “Literary Gourmet Day”, “Non Boring Classics”, “Reader's Day”.

Round table- a complex form that has enriched itself with new content: "Youth and the book: are there any points of contact?", "To read or not to read: in search of a compromise."

Popular forms in recent years have become youth street flash mobs: “Favorite book”, “A minute of reading”, “How to get to the library?”, “Open your book”. The advantage of such actions is in mass character, speed and colorfulness.

Promotion of books and reading in transport and recreation areas– “Literary Arbor in the Park”, “Reading Boulevard”, “Book Alley”, “Read Yard”, literary readings “On the Steps”, “Summer Outdoor Reading Room”, “With a book on the bench”, “Book on the road!”, “Reading without stopping”, “Reading route”, “Literary bus”, etc.

Summer Reading Programs“Vacation without a book is summer without the sun.”

Events aimed at the revival of family traditions of reading I: stock“Reading as a gift to mom”, “Reading from the cradle”, “The first books for our baby” (in maternity hospitals, all newborns are issued a library card, and parents are given sets of literature, booklets, memos and lists); contest"Dad, mom, book, me: together - a book family"; reflection hour for parents What are our children reading? parent hour"There will be harmony in the family, if the book is happy," family celebration"Take a book with your family"; family reading circle"Read it"; evening meeting with a book What did my parents read? quiz"The theme of the family in works of art"; complex forms"Family Benefit", "Family Reading Day".

Bright innovative forms of work to promote the book attract young people. Therefore, library specialists are looking for new forms in their work, creatively approaching events for the younger generation. Poetry rings, literary stagecoaches, dossiers, New Book Days, Days of Literary Games, Birthday Book Days, book defile, literary salons, poetry swings are held in all libraries for young people. etc. Bookcrossing is developing.

While promoting books and reading, librarians constantly study readers' opinions about literature, identify their preferences and assessments, and conduct surveys. For example, blitz polls“Ten books that shocked you”, “What role does reading play in your life?”, “In my family they read”; phone surveys about reader habits, flash polls with a video camera"Do you like reading books?"; questioning“Culture, reading, library through the eyes of youth”, “Library of my dreams”, “You and your library”, “Book, reading, library in your life”; monitoring Who are you, our reader?

INNOVATIONS IN THE ACTIVITIES OF LIBRARIES TO PROMOTE BOOKS AND READING
(certification work)

Belogortseva A. G.,
librarian of the Nedvigov Library No. 9
MUK "Library of the Nedvigovsky rural settlement",
2011

At present, innovations have affected absolutely all types of human activity. The librarianship was no exception.

The main trend of recent years is the loss of the exclusive role of reading in the life of society. This situation is associated with great social risk, since reading is the most important way of mastering vital information. Without reading, the integration of the individual into the multinational Russian culture, which includes the whole complex of spiritual, material, intellectual traits, worldview systems, and traditions that characterize society, is inconceivable. The economy, politics, national security and competitiveness of the country largely depend on the level of cultural competence of citizens.

Under the conditions of information globalization, the weakening of interest in reading is a global trend, and in Russia this problem is becoming more acute. There is not only an alienation of young people from the book, the fall of the general book culture, but also the loss of national traditions of bookishness. The growth in the number of “non-readers”, the loss of interest in books and reading among various age and social categories requires close attention. Today in Russia the problems of reading are so serious that both the state and the whole society should take part in their solution.

In order to radically reverse the emerging crisis phenomena, it is necessary to rethink the organization of librarianship, because the future of libraries is not only the possession of funds, but also the qualitative provision of the reader with information. And therefore, we must constantly strive to be interesting, attractive to users and change a lot in the library in accordance with the times.

The main purpose of reading support is to create a positive public opinion about reading.

The National Program for the Support and Development of Reading generated a surge of creative activity: a number of libraries pleased with their new projects and a high level of understanding of complex problems. Festivals, contests, holidays spill out of libraries into city squares and streets, creating an atmosphere of joy around the book. Increasingly, librarians appear in print, on radio and television, helping people understand that reading is a pleasure, the happiness of knowledge and creativity.

Promotion of the book, reading is the main direction in the activity of each library.

Programs to promote books and reading are being implemented with the involvement of all categories of the population in libraries, but special attention is paid to promoting the reading of children, adolescents and young people. A necessary component of the modern educational activities of libraries today should be the motivation of children and youth to read useful literature, participate in various competitions, and creative self-realization.

A modern teenager is, first of all, a consumer of computer products, a person focused on the perception of virtual rather than verbal information. Today's student needs information to be presented brightly, dynamically, and preferably briefly. The main thing for a librarian is to attract attention, evoke an emotional reaction, a desire to pick up a book.

To instill in children the "habit of the library" is a process that requires gradualism. It is necessary that when preparing for lessons, they should “not avoid” the library - and this is a joint work of librarians with teachers. This work should begin with us from an early age, from kindergarten. And then the children will definitely become simply interested in the library, they will be drawn there ...

Serious work is needed to create a comfortable environment for intellectual communication. To do this, book collections should be completed mainly with highly artistic literature of various formats: books, periodicals, electronic publications with the obligatory involvement of the best and proven Internet resources.

The problem of organization of library space comes to the fore today. Today's library is designed to be multifaceted and different: with "noisy" and "quiet" areas, with open spaces and secluded recreational areas. Therefore, it is necessary to reconsider the organization of the library space, literally every corner of the room, making it as convenient and attractive as possible for users.

The layout and placement of departments and services in the library should ensure the comfort of staying and working in it.

An important point in creating an open comfortable library space and opening funds for users is a well-thought-out arrangement of furniture, primarily book and exhibition shelves. It is the arrangement and appearance of the shelves that determine the style of the entire library. Ways of arranging shelving can be very diverse: even parallel rows, "gallery", "zigzags". The arrangement of racks in a "semicircle" or "semi-oval" currently has a special attraction.

It is necessary to create recreational areas in libraries for readers with comfortable furniture for rest and reading: tables, armchairs, banquettes and sofas. In these zones, you can create corners of intellectual relaxation, where you can solve a crossword puzzle, play chess, get acquainted with the latest issues of magazines and newspapers.

But not only modern design makes the library space comfortable. The main thing is a well-thought-out organization of funds, understandable even to a less experienced reader.

The availability of funds is considered an expression of trust, respect for readers, so even inevitable losses should not serve as a basis for limiting accessibility in the library. The arrangement of the free access fund requires special attention. In an open fund, where readers themselves browse and choose books, it is necessary to "adjust" to them.

Thus, the "multi-level" models created in libraries with work and leisure areas take into account the needs and interests of readers as much as possible. Each user occupies his own level - a certain zone of "open" space. At the same time, zoning will not have "hard" boundaries, and each reader, if desired, will be able to freely move from level to level until he finds the most convenient place for himself. He will be happy to visit the library, where it is comfortable, cozy and modern, not only thanks to innovative methods of work, but also modern appearance, internal functional design.

Mass events, exhibitions- the most effective forms of attracting the attention of readers. Spectacular information is well perceived by the audience, increases the flow of users, encourages many people to turn to literary primary sources, and can improve the image of the library. Priority should be given to presentation, interactive forms of information, education, cultural and leisure activities, which will position reading as an integral part of the life of a modern person, necessary for successful educational, professional and creative activities. It is these forms of events that will make it possible to activate the reader's and creative interest of real and potential visitors, make reading and the book attractive and relevant in the eyes of users, especially young people, who often perceive the printed counterpart as an outdated format.

No one doubts that the development of computer technology enables the library to be competitive in the information services market. The computerization of libraries made it possible to apply new forms of work - video clock, media travel, media kaleidoscopes, electronic presentations which raised the library activities to a different level of quality.

Today, the country's libraries are actively using new, non-traditional forms of educational activities. Among them:

Festivals- “The whole world is a library!”, “Reading land”.

Various contests- creative works "With a book for life", virtual advertising "Reading with the mind", a contest of reading preferences "Leader of reading of the year", "Your choice, reader!"

Stock- “How to get to the library”, “With a book - to the future”, “Give a book to children”, “Declaration of love to your favorite writer”, “You are not reading yet - then we are going to you!”, “Enter a friend in the library”, “Let's read together!”.

Open days– “Library is great!..”, “Library familiar and unfamiliar”, “Our doors and hearts are open for you!”, “What could be more beautiful than our library?!!”.

Cultural and leisure programs- “Sunday in the Library”, “Library Night”, “Library After-school”.

Literary brain-rings- “In the circle of favorite books”, “Writers of our childhood”.

Comprehensive forms of book and reading promotion- "Day of reading pleasure", "Day with the writer", "Day of the literary gourmet", "Non-boring classics", "Day of the reader".

Round table- a complex form that has enriched itself with new content: "Youth and the book: are there any points of contact?", "Reading youth - the hope of the new Russia", "To read or not to read: in search of a compromise."

Popular forms in recent years have become Youth street flash mobs: "Favorite book", "A minute of reading", "How to get to the library?", "Open your book". The advantage of such actions is in mass character, speed and colorfulness. In the future, we plan to organize and conduct a flash mob together with the school library, or, more precisely, a flash book “A Minute to Read”. Its essence is that at a big break, high school students will put on bright T-shirts with a sewn slogan “In the computer - news, in the book - life” and will be distributed throughout the corridors of the school. At a certain time, a signal will sound, the student will simultaneously open their favorite books and read them aloud for a minute, showing by their example that it is fashionable and interesting to read.

Promotion of books and reading in transport and recreation areas- “Literary gazebo in the park”, “Reading boulevard”, “Book alley”, “Read-courtyard”, Literary readings “On the steps”, “Summer open-air reading room”, “With a book on the bench”, “Book on the road!”, “Reading without stopping”, “Reading route”, “Literary bus”, etc.

Summer Reading Programs“Vacation without a book is summer without the sun.”

Events aimed at the revival of family traditions of reading: actions "Reading as a gift to mom", "Reading from the cradle", "The first books for our baby" (in maternity hospitals, all newborns are issued a library card, and parents are given sets of literature, booklets, memos and lists); competition "Dad, mom, book, me: together - a book family"; an hour of reflection for parents “What do our children read?”; parental hour “There will be a way in the family, if the book is happy”, family holiday “Take the book to the family circle”; family reading circle "Read it"; evening-meeting with the book "What my parents read"; quiz "The theme of the family in works of art"; complex forms "Family Benefits", "Family Reading Day".

Bright innovative forms of work to promote the book attract young people. Therefore, library specialists are looking for something new in their work, creatively approaching events for the younger generation. Poetry rings, literary stagecoaches, dossiers, New Book Days, Literary Games Days, Birthday Book Days, book defile, literary salons, poetry swings, literary salons, etc. are held in all libraries for young people. bookcrossing.

While promoting books and reading, librarians constantly study readers' opinions about literature, identify their preferences and assessments, and conduct surveys. For example, blitz polls"Ten books that shocked you", "What role does reading play in your life?", "In my family they read"; telephone surveys about reading habits flash polls with a video camera" Do you like reading books?"; questioning“Culture, reading, library through the eyes of youth”, “Library of my dreams”, “You and your library”, “Book, reading, library in your life”; monitoring"Who are you, our reader?"

Exhibition activities are becoming more informative, concise, unconventional, with the involvement of artistic and decorative elements, natural material, drawings, handicrafts, things and objects that help create the image of a person or era.

Libraries should take an active part in the campaigns held by book publishing and bookselling organizations aimed at popularizing reading. Such as the projects of the AST publishing house “Read books!” and EKSMO publishing house "Read books - it's harmful not to read!". They provide us with a wealth of illustrated material on the benefits of reading. In the first project, contemporary fashionable writers appeal to read books, in the second, readers share their vision of the problem of reading. Who is a "reader"? How to combine reading and the dynamics of life? What awaits the one who abandoned the books? What will get the one who finds time to read? All these questions will undoubtedly arouse the interest of regulars and attract potential readers to reading. Our library has taken an active part in these events promoting books and reading.

When developing any promotional product, it is important to pay attention to the development of a slogan. Slogan - advertising slogan or a motto containing a concise, easily perceived, effective formulation of an advertising idea. It gives emotional meaning to the entire advertising campaign. For example: "Come. Saw. I read it!”, “Go through life with a book!”, “Successful people read a lot!”, “Come in! Look! READ!", "A person who reads is a successful person!", "Create your future - read!", "Reading is great!", "Strive to be a reader - sign up for the library!", "Come. Saw. Read it!”, “Read always, read everywhere!” etc.

Promotion of books and reading in the electronic environment.

Today, the library space is also the virtual space of the library. Librarians in the electronic environment create their own communities, interest groups, discuss current topics, exchange work experience. The presence of a Web site in the library significantly increases its status. After all library website is its image in the information space. Library blogs act as a tool for promoting library news, exchanging experience in promoting books and reading, informing about upcoming events, new acquisitions in the library fund, attracting a new audience, creating an online reading club where you can discuss books.

Libraries form and enhance the information culture of users and the entire local population, teaching them computer literacy in library resources and the basics of working on the Internet. Information culture services are being created at many libraries, and free computer courses for various segments of the population are operating, where the basics of computer and information literacy are taught. These courses are becoming very popular, especially among the elderly.

And, of course, we should not forget about the corporate identity, which includes the development of a logo, letterheads, business cards, invitations, certificates, diplomas to reward readers, etc. The combination of graphic elements that libraries use on letterheads, orders, promotional materials, publishing products allows you to create a holistic view of the library's activities so that it is remembered and recognized as a kind and good friend.