Η αναγκαιότητα της καθοδηγητικής στρατηγικής στις βιβλιοθήκες των εκπαιδευτικών ιδρυμάτων

Κορομπίλη, Στέλλα Η αναγκαιότητα της καθοδηγητικής στρατηγικής στις βιβλιοθήκες των εκπαιδευτικών ιδρυμάτων., 2005 . In 14ο Πανελλήνιο Συνέδριο Ακαδημαϊκών Βιβλιοθηκών, Αθήνα (GR), 1-3 Δεκεμβρίου. [Conference paper]

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English abstract

In the season of electronic information it is required the re-examination of library scientists' role. The libraries supposed to be involved in the educational process, that is to participate in the process of growth of instructional strategy, as educational intervention in the growth of informative dexterities, as well as in instructional design, the process of content's planning and instructive strategy that will be used in educational environment. Instructional strategic as educational process and the instructional design are based on the theories of learning. There are exist a lot of theoretical approaches of learning. For the growth of instructional strategy the constructivism, that supports that individual acts in the objects and in the events and acquires his own perception for the world through the experience, he is presented offering the most mature approaches. Independent from the theory of learning that will be selected, in order to supported the obliteration of informative illiteracy it is necessary to recognized the dialectic relation of student and training process, the need of active attendance of librarians and the corresponding organisational support and crewing of libraries. The skills that are required for this work are taught this moment in the schools of librarianship in Greece. The librarians for supporting the work of informative literacy should be educated specifically in order to materialise such programs.

Greek abstract

Στην εποχή της ηλεκτρονικής πληροφόρησης απαιτείται να επανεξεταστεί ο ρόλος των βιβλιοθηκονόμων. Oι βιβλιοθήκες θα πρέπει να εμπλακούν στην εκπαιδευτική διαδικασία, δηλαδή να συμμετάσχουν στη διαδικασία ανάπτυξης της καθοδηγητικής στρατηγικής (instructional strategy), ως εκπαιδευτικής παρέμβασης στην ανάπτυξη πληροφοριακών δεξιοτήτων, καθώς και στον καθοδηγητικό σχεδιασμό (instructional design, ID), τη διαδικασία δηλαδή σχεδιασμού του περιεχομένου και της καθοδηγητικής στρατηγικής που θα χρησιμοποιηθεί σε εκπαιδευτικό περιβάλλον. Η καθοδηγητική στρατηγική ως εκπαιδευτική διαδικασία και ο καθοδηγητικός σχεδιασμός βασίζονται στις θεωρίες μάθησης. Υπάρχουν πολλές θεωρητικές προσεγγίσεις της μάθησης. Για την ανάπτυξη καθοδηγητικής στρατηγικής ο κονστρουκτιβισμός (constructivism), που υποστηρίζει ότι το άτομο ενεργεί στα αντικείμενα και στα γεγονότα και αποκτά τη δική του αντίληψη για τον κόσμο μέσα από την εμπει­ρία, εμφανίζεται να προσφέρει τις πιο ώριμες προσεγγίσεις. Ανεξάρτητα από τη θεωρία μάθησης που θα επιλεγεί, για να υποστηριχθεί η εξά­λειψη του πληροφοριακού αναλφαβητισμού χρειάζεται να αναγνωριστεί η διαλεκτική σχέση μαθητή και μαθησιακής διαδικασίας, η ανάγκη της ενεργούς συμμετοχής των βιβλιοθηκονόμων και η αντίστοιχη οργανωτική υποστήριξη και στελέχωση των βιβλιοθηκών. Οι δεξιότητες που απαιτούνται για αυτήν την εργασία δε διδάσκονται αυτή τη στιγμή στις σχολές βιβλιοθηκονομίας στην Ελλάδα. Οι βιβλιοθηκονόμοι για να υποστηρίξουν το έργο του πληροφοριακού αλφαβητισμού θα πρέπει να εκπαιδεύονται ειδικά για να υλοποιούν τέτοια προγράμματα.

Item type: Conference paper
Keywords: Ακαδημαϊκές βιβλιοθήκες, Καθοδηγητική στρατηγική, Καθοδηγητικός σχεδιασμός, Κονστρουκτιβισμός, Ανάγκες χρηστών, Αξιολόγηση, Βιβλιοθηκονόμοι, Διαχείριση πληροφοριών, Εκπαίδευση χρηστών, Διαχείριση γνώσης, Στρατηγικός σχεδιασμός, Συστήματα πληροφόρησης. Academic libraries, Instructional strategy, Instructional design, Interpretivist, User needs, Usability test, Librarians, Information management, Users' training, Knowledge management, Strategic planning, Information systems.
Subjects: D. Libraries as physical collections. > DD. Academic libraries.
G. Industry, profession and education. > GI. Training.
A. Theoretical and general aspects of libraries and information.
F. Management.
B. Information use and sociology of information
G. Industry, profession and education. > GD. Organizations.
C. Users, literacy and reading. > CD. User training, promotion, activities, education.
G. Industry, profession and education. > GE. Staff.
Depositing user: Georgia Aslani
Date deposited: 20 Nov 2007
Last modified: 02 Oct 2014 12:10
URI: http://hdl.handle.net/10760/10707

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