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V pričujočem diplomskem delu smo želeli raziskati kako, na kakšen način in s kakšnimi pristopi lahko posameznik v času, ko razvojna smer ne gre v prid branja, pridobi izkušnjo, da je branje nekaj, pri čemer lahko aktivno sodeluje, le-to pa mu prinaša občutek ugodja. Skratka – zanimalo nas je, kako vzgojiti bralca za vse življenje. Diplomsko delo je razdeljeno na dva dela. V prvem, teoretičnem delu, smo prikazali, da je bralne sposobnosti potrebno razvijati postopoma in vztrajno, kajti učenje branja se pravzaprav nikoli ne konča. Opirali smo se na teorijo Paula Kroppa, podano v delu z naslovom Vzgajanje bralca: Naj vaš otrok postane bralec za vse življenje (2000), kjer avtor bralni razvoj deli na šest starostnih skupin oz. faz. Za vsako izmed njih smo prikazali cilje, vsebine in metode dela, tj. celoten proces, ki nas pripelje do želenega rezultata. Izpostavili smo tudi bralno vzgojo s pomočjo bralne značke in splošne knjižnice. Teoretična izhodišča smo osvetlili z empiričnim delom. Želeli smo ugotoviti in ovrednotiti trenutno stanje in trende na področju bralne pismenosti v zadnjih desetih letih ter predstaviti primere dejavnosti, namenjene spodbujanju in razvijanju bralne kulture. Temeljni element zbiranja podatkov je bila analiza Poslovnih poročil Knjižnice Brežice 2003–2012. Izvirne oblike smo priredili in uporabili le podatke, relevantne za preverjanje hipotez. Podatke smo podkrepili z mnenji in izkušnjami knjižničark oz. izvajalk bralnih projektov, torej tistih, ki delajo z otroki, mladostniki in odraslimi. Kot instrument smo uporabili nestandardizirane, nestrukturirane intervjuje. Prišli smo do spoznanja, da so splošne knjižnice izredno dobrodošle v času, ko si prizadevamo za večjo funkcionalno pismenost posameznikov in družbe. Z bralnimi projekti in dejavnostmi, ki so namenjene spodbujanju branja in razvoju bralne kulture, namreč zajemajo vse ciljne skupine uporabnikov in tako pozitivno vplivajo na vzgojo bralca za vse življenje. The purpose of this thesis is to explore what kind of approaches should be implemented to enable someone to become an active reader and thereby experience that reading is an activity which can bring satisfaction. To be more specific – our main aim is to research how to develop a reader for life. The thesis is split into two parts: the theoretical and the empirical. In the theoretical part we indicated that reading skills have to be developed gradually and continuously, since reading is actually a never-ending process. The basis of the theoretical part is Paul Kropp's theory on developing a reader for life which is described in his book called Vzgajanje bralca: Naj vaš otrok postane bralec za vse življenje (2000) (Raising a Reader: Make Your Child a Reader for Life/How to Make Your Child a Reader for Life). The author divides the development of a reader into six phases according to the reader’s age. For each age group we presented the whole process that brings us to the wanted results – to be more specific, we presented the methods and the content of work. We pointed out the role of the Reading Badge and the role of common libraries at achieving those results. In the empirical part we highlighted the theoretical starting points. Our aim was to determine and to evaluate the current situation of reading literacy, as well as to evaluate the trends on the field of reading literacy for the last decade. We presented the activities that promote reading culture and help to develop it. The analysis of Poslovna poročila Knjižnice Brežice 2003–2012 (Annual Reports of the Brežice Library 2003–2012) was the key element in collecting the data for our research. We modified the original form of the reports and used only those data which were relevant for hypothesis testing. We also included into our research the unstandardized and unstructured interviews with the library staff, who carries out the reading projects for children, teenagers and adults. The interviews with the library staff were included in order to affirm the collected data from annual reports with their opinions which are based on experiences. As we strive to improve functional literacy, we came to the conclusion that today’s common libraries, with all their reading projects and other supportive activities, do encourage reading and promote the development of a reading culture across all age groups of readers. Therefore they have a positive influence on the development of a reader for life. |
