Daniela Maranta, School Teacher of Humanities and School Library Coordinator at "Giovanni Pascoli" Middle School of "Rita Levi-Montalcini" Comprehensive School in Turin, introduces the "diffuse" school library at Pascoli Middle School.
Abstract
The “widespread” or “diffuse” library at «Giovanni Pascoli» Middle School of the «Rita Levi-Montalcini» Comprehensive School in Turin, following the renovation that returned it to the city in September 2019, presents itself to the students and users as an element of discontinuity from the past: it aims at becoming a cultural reference point not only for the school community, but for the whole local context where it is located.
Bearing this in mind, the library was designed and structured, starting from its location on different floors, passing through the thematic specificity attributed to each reading area.
The welcome that each place offers is itself already stimulating the students to discover new learning opportunities, as well as motivating them to participate in the various activities proposed, also in collaboration with the School Library Network which the school takes part in.
A Diffuse Library to Promote Reading at School: A Challenge To “Vivona" Gramm...Luisa Marquardt
Prof. Emanuela Sangalli, School Teacher and School Library Coordinator at Vivona Grammar School in Rome, explains the reasons why at "Liceo Vivona" it has been issued to plan new reading spaces, the “reading corners” as an extension of the school library at each floor of the school building in order to integrate teaching and reading in all forms. The ongoing school library and reading project started in 2015 and has been involving a mixed team, working in different areas such as cataloguing, book enhancement, and reshaping of the school spaces, in particular the halls and the meeting room. Our theoretical premise refers to the user’s central role and his/her need for information, literacy, and socialization: the complex library system in its central elements (workers, spaces and collections) can fulfill this aim by focusing on an efficient promoting action, which starts from reshaping the library spaces, making them more spread out and attractive.
Two empirical theses have studied Liceo Vivona library users’ behaviors, needs, and expectations. Their findings were used as guidelines for the subsequent activities, and as a base to identify unused and anonymous spaces and reconfigure them in order to have more access to all forms of information that the school offers, such as MLOL (e.g., Media Library On Line), which allows digital resources access and lending. The enhancement of the reading space - which is subject to more attention in lower grades of education - should be promoted in both junior and senior high schools, too, in order to nurture the impulse to read, especially during adolescence when students tend to lose interest in this activity.
School Library, Teaching and Reading: Exploitation Strategies. The Experience...Luisa Marquardt
Prof. Daniela Benincasa, Headmaster of Vivona Grammar School in Rome, explains what strategies a School Principal/Headmaster can put in place for the construction / enhancement of the School Library both for the school community, teaching and learning activities etc., and the territory, the local community
Abstract
The experience of the “F. Vivona” from the creation / motivation of the work team - with the training and enhancement of the various professional skills - to identifying the Library as the fulcrum of the School Improvement Plan (PDM) and the shared definition of the vertical curriculum on the Net; from involvement in the network of local authorities and institutions - Bibliopoint - to the functional redefinition of spaces and the optimization of resources with a view to teaching, promoting reading and the territory.
I have always imagined that Paradise will be a kind of a LibraryMuhammad SHAHID
A library is a collection of materials, books or media that are easily accessible for use and not just for display purposes. It is responsible for housing updated information in order to meet the user's needs on a daily basis. A library provides physical (hard copies documents) or digital access (soft copies) materials, and may be a physical location or a virtual space, or both. A library's collection can include printed materials and other physical resources in many formats such as DVD, CD and Cassette as well as access to information, music or other content held on bibliographic databases.
REPORT ON NATIONAL LIBRARY AWARENESS DAY IN USARB 2017: [Resursă electronică] / Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo" din Bălţi ; realizat: Elena Harconita, Aculina Mihaluta, Valentina Topalo. - Bălţi : [s.n.], 2017.
A Diffuse Library to Promote Reading at School: A Challenge To “Vivona" Gramm...Luisa Marquardt
Prof. Emanuela Sangalli, School Teacher and School Library Coordinator at Vivona Grammar School in Rome, explains the reasons why at "Liceo Vivona" it has been issued to plan new reading spaces, the “reading corners” as an extension of the school library at each floor of the school building in order to integrate teaching and reading in all forms. The ongoing school library and reading project started in 2015 and has been involving a mixed team, working in different areas such as cataloguing, book enhancement, and reshaping of the school spaces, in particular the halls and the meeting room. Our theoretical premise refers to the user’s central role and his/her need for information, literacy, and socialization: the complex library system in its central elements (workers, spaces and collections) can fulfill this aim by focusing on an efficient promoting action, which starts from reshaping the library spaces, making them more spread out and attractive.
Two empirical theses have studied Liceo Vivona library users’ behaviors, needs, and expectations. Their findings were used as guidelines for the subsequent activities, and as a base to identify unused and anonymous spaces and reconfigure them in order to have more access to all forms of information that the school offers, such as MLOL (e.g., Media Library On Line), which allows digital resources access and lending. The enhancement of the reading space - which is subject to more attention in lower grades of education - should be promoted in both junior and senior high schools, too, in order to nurture the impulse to read, especially during adolescence when students tend to lose interest in this activity.
School Library, Teaching and Reading: Exploitation Strategies. The Experience...Luisa Marquardt
Prof. Daniela Benincasa, Headmaster of Vivona Grammar School in Rome, explains what strategies a School Principal/Headmaster can put in place for the construction / enhancement of the School Library both for the school community, teaching and learning activities etc., and the territory, the local community
Abstract
The experience of the “F. Vivona” from the creation / motivation of the work team - with the training and enhancement of the various professional skills - to identifying the Library as the fulcrum of the School Improvement Plan (PDM) and the shared definition of the vertical curriculum on the Net; from involvement in the network of local authorities and institutions - Bibliopoint - to the functional redefinition of spaces and the optimization of resources with a view to teaching, promoting reading and the territory.
I have always imagined that Paradise will be a kind of a LibraryMuhammad SHAHID
A library is a collection of materials, books or media that are easily accessible for use and not just for display purposes. It is responsible for housing updated information in order to meet the user's needs on a daily basis. A library provides physical (hard copies documents) or digital access (soft copies) materials, and may be a physical location or a virtual space, or both. A library's collection can include printed materials and other physical resources in many formats such as DVD, CD and Cassette as well as access to information, music or other content held on bibliographic databases.
REPORT ON NATIONAL LIBRARY AWARENESS DAY IN USARB 2017: [Resursă electronică] / Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo" din Bălţi ; realizat: Elena Harconita, Aculina Mihaluta, Valentina Topalo. - Bălţi : [s.n.], 2017.
Projecte europeu Grundtvig. Projecte Second Chance.
Jornada L'educació als centres penitenciaris, una segona oportunitat.
Presentació del projecte Grundtvig Second Chance de Romania.
Centre d'Estudis Jurídics i Formació Especialitzada, 26 de març de 2015
Projecte europeu Grundtvig. Projecte Second Chance.
Jornada L'educació als centres penitenciaris, una segona oportunitat.
Presentació del projecte Grundtvig Second Chance de Romania.
Centre d'Estudis Jurídics i Formació Especialitzada, 26 de març de 2015
Students’ Utilization of Secondary School Libraries in Akinyele Local Governm...iosrjce
Utilization of Secondary school libraries by Students in Akinyele Local Government Area of Oyo
State is presented. The study was carried out in four selected secondary schools and colleges with a total
population of seven hundred and sixty students and ten librarians using random sampling method.
Questionnaire was the instrument used to collect the data from respondents. The data was analyzed using
statistical package for the social science and presented in tables with frequency counts and percentage. The
study revealed that school libraries were not utilized effectively by students due to inadequate resources, poor
funding and lack of adequate provision for school library development.
Library futures: converging and diverging directions for public and academic ...lisld
The major influence on library futures is the changing character of their user communities. As patterns of research, learning and personal development change in a network environment so library services need to change. At the same time, libraries are focused on engaging with their communities more strongly - getting into their work and learning flows. This means that libraries are becoming more unlike each other, they are diverging as they meet the specific needs of their communities. Research libraries diverge from academic libraries, and each is different from urban public libraries, and so on.
At the same time, at a broader level libraries are experiencing similar pressures. The need to engage more strongly with their communities. The need to assess what they do. The need to configure space around experiences rather than around collections. Libraries are converging around some of these issues.
This presentation will consider the future of libraries from the point of view of convergence and divergence between types of libraries.
Reimagining the Text: English Language & Digital Humanities, MAniben Nanavati...VIBHUTI PATEL
Feminism, Multiculturalism and Virtual Communities
* Vibhuti Patel
ABSTRACT
he most important task before virtual communities committed to promote multicultural ethos with emphasis
on gender justice is to make social and cultural interventions before employing virtual learning environment
for learning and knowledge sharing. Feminist movements has played pivotal role in reaching out to millions
of women from 4 generations by creating virtual communities. Knowledge sharing in a multicultural virtual
(online) learning community has a democratizing influence on individuals and groups of all generations who
are digitally connected. Communication on Plural lifestyles-food habits, dress codes; ideological moorings,
historical and cultural legacies, inter-generational dialogues, best practices, role models of different fields
and of different regions not only broaden our horizons but also prepare us to respect plural lifestyles. It also
has humbling effect as we start appreciating plus points of people from other cultures. Stereotypes and
myths based on ignorance, lack of knowledge about fellow human beings generate ‘fear of the unknown’
syndrome. Virtual communities can play crucial role in combating xenophobia, misogyny and intolerance
towards the ‘other’. Three building blocks of virtual communications on WhatsApp Groups, google/yahoo
groups and other social media sites such as Facebook, Twitter, Istagram that contribute to transformatory
processes through life stories, verses, slogans, quotations, visuals, multiple art forms that affect people’s
perception. Creative and proactive approaches towards new technology, methods of communication that
affect the immediate environment of a virtual community and plan of action which explain virtual communities
as ‘change makers’ are need of an hour. Virtual world is reaching out to citizens from diverse backgrounds
in terms of class, caste, ethnicity, race, religion, age, gender and skin colour. Over last decade we have
witnessed this is happening in cases of pen-pals, fusion music, online museum and archives, photographic
memories, qualitative research on wide range of subjects- from work-life balance, violence against women,
health awareness, cost effective formal and non-formal education and trading, environmental concernsdifferent
methods of home gardening and organic farming, self-learning real time cookery, healing practices
rooted in different cultures, attitude towards senior citizens and differently abled people.
Reimagining the Text: English language & digital humanities, Manibe nanavati ...VIBHUTI PATEL
Feminism, Multiculturalism and Virtual Communities by Prof. Vibhuti Patel
The most important task before virtual communities committed to promote multicultural ethos with emphasis
on gender justice is to make social and cultural interventions before employing virtual learning environment
for learning and knowledge sharing. Feminist movements has played pivotal role in reaching out to millions
of women from 4 generations by creating virtual communities. Knowledge sharing in a multicultural virtual
(online) learning community has a democratizing influence on individuals and groups of all generations who
are digitally connected. Communication on Plural lifestyles-food habits, dress codes; ideological moorings,
historical and cultural legacies, inter-generational dialogues, best practices, role models of different fields
and of different regions not only broaden our horizons but also prepare us to respect plural lifestyles. It also
has humbling effect as we start appreciating plus points of people from other cultures. Stereotypes and
myths based on ignorance, lack of knowledge about fellow human beings generate ‘fear of the unknown’
syndrome. Virtual communities can play crucial role in combating xenophobia, misogyny and intolerance
towards the ‘other’. Three building blocks of virtual communications on WhatsApp Groups, google/yahoo
groups and other social media sites such as Facebook, Twitter, Istagram that contribute to transformatory
processes through life stories, verses, slogans, quotations, visuals, multiple art forms that affect people’s
perception. Creative and proactive approaches towards new technology, methods of communication that
affect the immediate environment of a virtual community and plan of action which explain virtual communities
as ‘change makers’ are need of an hour. Virtual world is reaching out to citizens from diverse backgrounds
in terms of class, caste, ethnicity, race, religion, age, gender and skin colour. Over last decade we have
witnessed this is happening in cases of pen-pals, fusion music, online museum and archives, photographic
memories, qualitative research on wide range of subjects- from work-life balance, violence against women,
health awareness, cost effective formal and non-formal education and trading, environmental concernsdifferent
methods of home gardening and organic farming, self-learning real time cookery, healing practices
rooted in different cultures, attitude towards senior citizens and differently abled people.
A Regional German School Library Association: A Story of Success? H. G. Brée...Guenter K. Schlamp
The article describes the history of a regional German school library working group 1987 – 2017 (LAG). A group of teachers and school librarians founded it in the federal state of Hesse. For some time they had been quite successful.
This is a project looking at new concepts for the library.
Master project at Oslo School of Architecture and Design.
Student: Henriette Sagvolden Marki
How to make relevant encounters and meet audiences within the changing schoo...SannaValorantaSaltik
Presentation in conference "Informal Approach to Formal Education: a Teacher as an Object and a Subject of Museum Education" at Moscow on October 25-27th 2018
Semelhante a The “diffuse library” of “Pascoli” Middle School, Turin, by Daniela Maranta (20)
Improving Students’ Achievement by Developing School Libraries, by Ornella Pa...Luisa Marquardt
The Italian students’ results at the OECD PISA and IEA ICILS international surveys 2018, in line with the results of INVALSI's national surveys, attest to the urgency of identifying interventions to improve Italian school system. The data collected by INVALSI in the 2014-2015 school year allowed us to conduct a descriptive research on the relationship between School Library and students’ achievement.
The research is carried out in two studies: the first exploratory on 9896 classes of grades 5, 8 and 10, the second most in-depth on the 7326 classes for which socio-economic and cultural background was known. These data, represented by the ESCS index, are calculated on the basis of specific variables
from the Student Questionnaire, administered in grades 5 and 10. Information about the School Library come from the School Questionnaire compiled by School Principals, as part of the Self-Assessment Report. The results of the INVALSI Tests are used as indicators of school achievement for the school grades investigated. The analyses show better performance in schools with well-functioning School Libraries and large collection size. These results persisted and the differences are accentuated
when the comparison takes place in schools with low and medium-low ESCS.
(Ri)Scoprire la ricerca nella e attraverso la biblioteca scolastica: il mode...Luisa Marquardt
Darryl Toerien, Direttore della Biblioteca Smallbone dell’Oakham School e creatore del Modello e del Gruppo “FOSIL”, illustra la genesi e le caratteristiche del Modello FOSIL - Framework Of Skills for Inquiry Learning.
Abstract
Nel Regno Unito la biblioteconomia scolastica affronta una quantità di sfide pressanti che si combinano tra di loro lasciando i bibliotecari scolastici nel numero sempre più debole di scuole che hanno biblioteche che si rimettono alla misericordia dei loro amministratori scolastici, molti dei quali non hanno alcuna conoscenza teorica né pratica del valore che un programma di biblioteca, dotato di adeguate risorse professionali e finanziarie, apporta all’educazione dei ragazzi. Inoltre, è intervenuta anche la pandemia da COVID-19, a trasformare le sfide pressanti e complesse in un vero e proprio pericolo esistenziale. Contro [il rischio] di una tale regressione, il tentativo dell’Autore di rendere la propria biblioteca scolastica integrale all’apprendimento e all’insegnamento, invece che periferica (quando non necessaria), si è concretizzato in FOSIL, acronimo di Framework Of Skills for Inquiry Learning, ovvero Quadro di riferimento delle competenze per un apprendimento basato sull’indagine. FOSIL, che rimane una ricerca in continua evoluzione, ha un profondo debito di riconoscenza ai lavori di Barbara Stripling e Carol Kuhlthau, rispettivamente culminati nell’Empire State Information Fluency Continuum [Percorso di continuità nell’educazione alla competenza informativa dell’Empire State, New York] nel Guided Inquiry Design [Progettazione della ricerca guidata]. Questo contributo illustra FOSIL, dandone una panoramica, e si conclude con alcune riflessioni sul potenziale contributo di FOSIL alla biblioteconomia scolastica nel Regno Unito.
(Re)Discovering Inquiry In and Through the School Library: the FOSIL Model, b...Luisa Marquardt
Darryl Toerien, Head of the Smallbone Library at Oakham School (UK) and Originator of FOSIL and the FOSIL Group, presents the FOSIL Model for information literacy education through inquiry learning.
Abstract
School librarianship in the UK faces a number of pressing challenges that combine to leave individual school librarians in the dwindling number of schools that have libraries at the mercy of school-level administrators, most of whom have neither theoretical nor experiential understanding of the value that a properly staffed and funded school library programme adds to the education of our children. And then there is COVID-19, which transforms this pressing and complex challenge into a very real existential threat.
Against this backdrop, the author’s attempts to make his school library integral to learning and teaching, rather than peripheral (or unnecessary), resulted in FOSIL, or Framework Of Skills for Inquiry Learning. FOSIL, which remains an unfolding inquiry, is heavily indebted to the work of Barbara Stripling, culminating in the Empire State Information Fluency Continuum, and Carol Kuhlthau, culminating in Guided Inquiry Design. This paper is an introduction to and overview of FOSIL, and concludes with some thoughts on the potential contribution of FOSIL school librarianship in the UK.
Equal opportunities for different school communities through library services...Luisa Marquardt
Prof. Svetlana Schazova, PhD (Education), Chief Librarian of the International Gymnasium of the Skolkovo Innovation Centre; Professor of the Moscow state Institute of culture, speaks of library services, information and educational resources, available online to support school librarians' professional development in the Russian Federation.
ABSTRACT
The school libraries system of the Russian Federation is the largest library union in the Country.
85 subordinate entities of the Russian Federation together have more than 41,000 school libraries for 16,100,000 learners in 2019. Strategies for improving the quality of Russian main education are assigned to the basic elements of the educational system, which include school libraries - a binding upon department of the school area. Prioritized tasks of student information support are defined in Russian national projects and high level standards.
The network of school libraries is managed through regional educational development institutions. Methodological and consulting assistance for school library management departments is provided through the Information Center of the Russian Academy of Education of the Russian Federation. Objectively, there is inequality in the quality of management of regional information and methodological centers.
The consolidated efforts of school library communities and federal and regional education management departments will help to overcome administrative, technological, and personnel barriers.
A modern school library is able to provide every learner and teacher with opportunities to deepen knowledge of school subjects, develop intellectual and creative abilities of learners, help in choosing research ways and methods, study and improve knowledge of cultures and languages of Russia and the world.
Attraverso i servizi bibliotecari, pari opportunità per comunità scolastiche ...Luisa Marquardt
La Prof.ssa Svetlana Chazova, PhD (Pedagogia), Direttrice della Biblioteca del Ginnasio internazionale del Centro per l’innovazione Skolkovo (Mosca, Russia), Professore associato presso l'Istituto Statale di Cultura di Mosca (www.mgik.org), illustra gli esiti di una indagine condotta per individuare le risorse digitali che i bibliotecari scolastici delle scuole della Federazione Russa hanno a disposizione per svolgere al meglio la loro funzione educativa e informativa.
Abstract
Il sistema delle biblioteche scolastiche della Federazione Russa è l’organizzazione bibliotecaria più grande in Russia. 85 enti subordinati della Federazione Russa contavano un totale di più di 41mila biblioteche scolastiche per 16.100.000 di studenti nel 2019. In Russia, le strategie per migliorare la qualità dell’istruzione scolastica sono definite in base agli elementi costitutivi del sistema educativo che include le biblioteche scolastiche – un obbligo per il settore scolastico. Gli obiettivi prioritari per il sostegno informative agli studenti sono definiti da progetti nazionali e standard di alto livello.
La rete di biblioteche scolastiche è gestita attraverso istituti regionali per lo sviluppo dell’educazione. L’assistenza a livello metodologico e la consulenza ai dipartimenti per la gestione delle biblioteche scolastiche è fornita attraverso il Centro di Informazioni dell’Accademia russa dell’educazione della Federazione russa. Obiettivamente, si riscontrano disuguaglianze nella qualità della gestione dei Centri regionali di informazione e metodologia.
Il notevole impegno delle comunità bibliotecarie scolastiche e quello dei dipartimenti federali e locali della gestione dell’educazione aiuteranno a superare le barriere amministrative, tecnologiche e personali.
Una moderna biblioteca scolastica può fornire a ogni discente e docente le opportunità per approfondire la conoscenza delle materie scolastiche, sviluppare le capacità intellettive e creative degli allievi, aiutare a scegliere modi e metodi di ricerca, studiare e migliorare la conoscenza delle culture e delle lingue della Russia e del mondo.
La legge nuova per la promozione e il sostegno della lettura: a proposito del...Luisa Marquardt
L'Arch. Maurizio Caminito, Presidente dell'Associazione Forum del Libro dal 2017, illustra alcune considerazioni in merito al possibile ruolo delle biblioteche scolastiche alla luce delle Disposizioni per la promozione e il sostegno della lettura varate il 13 febbraio 2020.
Nel campo della promozione della lettura nel nostro paese, sicuramente l’evento più significativo è rappresentato dalla recente approvazione della LEGGE 13 febbraio 2020, n. 15 “Disposizioni per la promozione e il sostegno della lettura”.
L’approvazione di questa legge, è importante sottolinearlo, è avvenuta con voto unanime del Parlamento e arriva dopo un lungo iter che ha visto diverse proposte susseguirsi e confrontarsi per almeno un decennio.
Ora bisogna essere consapevoli che il risultato di questo lungo lavoro comune, dentro e fuori dal Parlamento, nonostante alcuni limiti, segna un punto di riferimento assai importante per la diffusione della lettura in Italia e riconosce il ruolo che le biblioteche scolastiche possono svolgere in tale ambito.
L’esperienza dei Bibliopoint di Roma, di Giovanna Micaglio (Biblioteche di Roma)Luisa Marquardt
Giovanna Micaglio, Responsabile dei Servizi Studi, Università, Scuola, PCTO e coordinatrice della Rete Bibliopoint dell’Istituzione Biblioteche di Roma Capitale, illustra la genesi, le caratteristiche, lo sviluppo e lo stato dell'arte del servizio Bibliopoint.
Sono 43 i Bibliopoint di Roma, esempio virtuoso di cooperazione tra l’Istituzione Biblioteche di Roma Capitale e le scuole romane.
I Bibliopoint si sono rivelati nell’arco di 17 anni una realtà costantemente in crescita e fortemente radicata nel quartiere costituendo a volte l’unica istituzione in grado di soddisfare i bisogni culturali dei cittadini nelle zone più isolate del vasto e problematico territorio di Roma Capitale.
The Law on Reading Promotion and Support: About the School Library, by Mauriz...Luisa Marquardt
Archt. Maurizio Caminito, President of the "Forum del Libro" [i.e., Book Forum] Association since 2007, presents some reflections concerning the possible role of the school library with reference to the Law "Provisions for the promotion and support of reading“ (13 February 2020, n. 15).
Migliorare il rendimento degli studenti potenziando le Biblioteche Scolastic...Luisa Marquardt
Ornella Papa, ricercatore presso la Biblioteca INVALSI di Roma, in collaborazione con Rita Marzoli, responsabile di tale biblioteca, fornisce un contributo inerente alla correlazione tra rendimento scolastico e qualità dei servizi bibliotecari scolastici, evidenziando quanto sia necessario potenziare le biblioteche scolastiche in Italia.
Abstract.
I risultati conseguiti dagli studenti nelle indagini internazionali OCSE PISA e IEA ICILS 2018, in linea con gli esiti delle rilevazioni INVALSI in ambito nazionale, attestano l’urgenza di individuare degli interventi per migliorare il sistema scolastico italiano.
I dati raccolti dall’INVALSI, relativamente all’anno scolastico 2014-2015, hanno consentito di condurre una ricerca descrittiva sulla relazione tra Biblioteca Scolastica e rendimento degli studenti. La ricerca è articolata in 2 studi: il primo esplorativo su 9896 classi di grado 5, 8 e 10; il secondo più approfondito su 7326 classi per cu è noto il background socioeconomico e culturale. Rappresentato dall'indice ESCS, questo dato è calcolato sulla base di specifiche variabili tratte dal Questionario Studente, somministrato nei gradi 5 e 10. Le informazioni sulla Biblioteca Scolastica provengono dal Questionario Scuola compilato dai Dirigenti scolastici nell’ambito del Rapporto di Autovalutazione. I risultati delle Prove INVALSI sono utilizzati come indicatore del rendimento scolastico per i gradi scolastici indagati. Le analisi condotte mostrano un rendimento scolastico migliore nelle scuole dotate di Biblioteche Scolastiche ben funzionanti e con un vasto patrimonio librario. Questi risultati persistono, le differenze anzi si accentuano, quando il confronto avviene nell’ambito delle scuole con ESCS Basso e Medio basso.
Migliorare il rendimento degli studenti potenziando le Biblioteche scolastich...Luisa Marquardt
Ornella Papa, ricercatore presso la Biblioteca INVALSI di Roma, in collaborazione con Rita Marzoli, responsabile di tale biblioteca, fornisce un contributo inerente alla correlazione tra rendimento scolastico e qualità dei servizi bibliotecari scolastici, evidenziando quanto sia necessario potenziare le biblioteche scolastiche in Italia.
Abstract.
I risultati conseguiti dagli studenti nelle indagini internazionali OCSE PISA e IEA ICILS 2018, in linea con gli esiti delle rilevazioni INVALSI in ambito nazionale, attestano l’urgenza di individuare degli interventi per migliorare il sistema scolastico italiano.
I dati raccolti dall’INVALSI, relativamente all’anno scolastico 2014-2015, hanno consentito di condurre una ricerca descrittiva sulla relazione tra Biblioteca Scolastica e rendimento degli studenti. La ricerca è articolata in 2 studi: il primo esplorativo su 9896 classi di grado 5, 8 e 10; il secondo più approfondito su 7326 classi per cu è noto il background socioeconomico e culturale. Rappresentato dall'indice ESCS, questo dato è calcolato sulla base di specifiche variabili tratte dal Questionario Studente, somministrato nei gradi 5 e 10. Le informazioni sulla Biblioteca Scolastica provengono dal Questionario Scuola compilato dai Dirigenti scolastici nell’ambito del Rapporto di Autovalutazione. I risultati delle Prove INVALSI sono utilizzati come indicatore del rendimento scolastico per i gradi scolastici indagati. Le analisi condotte mostrano un rendimento scolastico migliore nelle scuole dotate di Biblioteche Scolastiche ben funzionanti e con un vasto patrimonio librario. Questi risultati persistono, le differenze anzi si accentuano, quando il confronto avviene nell’ambito delle scuole con ESCS Basso e Medio basso.
Biblioteca "Alessandro Cieri": uno spazio poeticamente innovativo, di Costanz...Luisa Marquardt
La docente bibliotecaria Costanza Buttinelli illustra la genesi, le caratteristiche e gli sviluppi della Biblioteca Alessandro Cieri della Scuola primaria Randaccio dell'I.C. Piersanti Mattarella di Roma.
Abstract: la biblioteca “Alessandro Cieri” nasce nel 2018 all’interno della scuola primaria “G. Randaccio”, plesso dell’I.C. “Piersanti Mattarella”, per desiderio dei genitori di Alessandro, Luca Cieri e Daniela Picarelli con lo scopo di ricordare il bambino che frequentava la scuola e che è mancato dopo una lunga e drammatica malattia.
L’intenzione di realizzare una biblioteca bellissima e innovativa si sostanzia nell’affidare la sua realizzazione all’architetto Gianluca Ficorilli, che insieme alla bibliotecaria Costanza Buttinelli, attiva dal 2007 nella scuola nell’ambito della educazione e promozione della lettura, declina un progetto integrato, architettonico e culturale, con prospettive diverse ma complementari nello stesso luogo.
La biblioteca viene organizzata per centri di interesse e al suo interno è possibile vedere film, consultare libri, ascoltare letture ad alta voce, usare la lettura aumentata,. Lo spazio è attrezzato per allestire mostre. Già realizzata, con la collaborazione del Goethe Institut di Roma «Mondo Matto», con le illustrazioni tratte dal libro omonimo di Atak, pubblicato dall’editore Orecchio Acerbo nel 2010, corredata da un ricco apparato didattico multimediale.
Lo spazio è arricchito dalla donazione di un’opera dell’artista multidisciplinare Felice Limosani, da lui stesso offerta, un rebus realizzato con tubi luminosi, a sottolineare che arte e bellezza sono una delle più efficaci forme di educazione precoce.
Grande cura è stata posta nella scelta dei libri, la selezione è stata guidata da un rigoroso principio di qualità con criteri connotati dalla attenzione alla complessiva qualità editoriale, riscontrabile nella veste editoriale, nei testi e/o nelle illustrazioni, nelle qualità autoriali, nella complessità e intensità dei contenuti, nelle possibilità di utilizzo.
Tale selezione ha tenuto conto di acquisire anche testi fondamentali nel testimoniare la storia della letteratura e dell’editoria per l’infanzia in Italia, e testi destinati alla lettura aumentativa alternativa.
Come è noto la presenza di una biblioteca scolastica attiva, migliora la qualità dell’offerta formativa degli istituti scolastici.
Biblioteche leggere per leggere, di Daniele Barca (IC Modena 3)Luisa Marquardt
Il prof. Daniele Barca, Dirigente Scolastico dell'Istituto comprensivo Modena Tre, nell'ottica di allineare la biblioteca scolastica di ogni plesso dell'Istituto comprensivo da lui diretto all'innovazione didattico-metodologica (es. didattica DADA, ha promosso e sostenuto il rinnovamento radicale (design: ZPZ Partners; arredi: PLAY+) che ha portato alla trasformazione ben illustrata nella presentazione.
Biblioteca scolastica, didattica e lettura: strategie di valorizzazione. L’es...Luisa Marquardt
La Prof.ssa Daniela Benincasa, dirigente scolastico del Liceo Classico Statale "Francesco Vivona" di Roma, illustra l'esperienza del Liceo da lei diretto, evidenziando le strategie che un Dirigente Scolastico può mettere in campo per la costruzione/valorizzazione della Biblioteca Scolastica per la didattica ed il territorio.
L’esperienza del Liceo Classico Statale “F. Vivona” dalla creazione / motivazione del team di lavoro - con la formazione e valorizzazione delle diverse competenze professionali- all’individuazione della Biblioteca come fulcro del Piano di Miglioramento (PDM) della scuola e della definizione condivisa del curricolo verticale in Rete; dal coinvolgimento in Rete di Enti e Istituzioni del territorio - Bibliopoint - alla ridefinizione funzionale degli spazi e l’ottimizzazione delle risorse nell’ottica di servizio per la didattica, la promozione della lettura e il territorio.
La “biblioteca diffusa” della Scuola Media “Pascoli” di Torino, di D. MarantaLuisa Marquardt
La Prof.ssa Daniela Maranta, docente materie letterarie e referente della Biblioteca scolastica presso l'IC Rita Levi-Montalcini di Torino, illustra le caratteristiche e la ricaduta didattica e culturale della biblioteca diffusa della Scuola media «Giovanni Pascoli».
La scuola, a seguito della ristrutturazione che l’ha riconsegnata alla città a settembre 2019, si presenta agli occhi degli allievi e degli utenti come un elemento di discontinuità rispetto al passato: essa ambisce a diventare punto di riferimento culturale non soltanto per la comunità scolastica, ma per tutto il quartiere che la ospita.
In quest’ottica la biblioteca è stata pensata e strutturata, a partire dalla sua dislocazione su diversi piani, passando attraverso la specificità tematica attribuita a ciascuna area lettura.
L’accoglienza che ogni luogo offre sta già stimolando gli allievi e le allieve dell’Istituto alla scoperta di nuove occasioni di apprendimento, oltre a motivarli nella partecipazione alle diverse attività proposte, anche in collaborazione con la Rete di biblioteche scolastiche a cui la scuola aderisce.
La biblioteca diffusa per promuovere la lettura a scuola: una sfida per il Li...Luisa Marquardt
La Prof.ssa Emanuela Sangalli, docente e referente della biblioteca scolastica presso il Liceo Classico Vivona di Roma, illustra le motivazioni che hanno condotto alla scelta di ideare nuovi luoghi di lettura per integrare didattica e lettura in tutte le sue forme al Liceo Vivona e, conseguentemente, di ampliare gli spazi della biblioteca scolastica attraverso la creazione di spazi lettura nei vari piani dell'edificio scolastico.
L'attuazione di un progetto modulare avviato nel 2014 ha riguardato la formazione di un gruppo di lavoro misto, la catalogazione e la valorizzazione del patrimonio bibliotecario, la trasformazione di alcuni locali, con interventi nei corridoi e nell'aula magna.Il presupposto teorico si basa sulla centralità dell'utente e dei suoi bisogni di informazione, lettura e socializzazione: il sistema complesso della biblioteca, attraverso le sue articolazioni fondamentali - personale, spazi e collezioni -, l'insieme dei servizi e delle attività educative e culturali, deve rispondere puntualmente anche attraverso una efficace promozione della lettura.
La rilevazione dei comportamenti, delle esigenze, delle aspettative e delle proposte dell’utenza è stata oggetto di due tesi empiriche svolte presso il Liceo Vivona. I risultati hanno costituito la base per individuare in alcuni spazi poco utilizzati e anonimi nuovi punti di incontro con la lettura, ampliando le opportunità di accesso all'informazione che già la scuola offre, per esempio, attraverso il prestito elettronico (MLOL).
La creazione di spazi lettura, spesso presenti negli altri gradi dell'istruzione, andrebbe promossa anche nella scuola secondaria di secondo grado per stimolare interessi e curiosità e promuovere la lettura, in modo costante e articolato, soprattutto nell'età adolescenziale, periodo in cui si registra la disaffezione verso la lettura.
Shared Reading as a Strategy to Improve Educational Continuity in the Integr...Luisa Marquardt
Giovanni Moretti, Full Time Professor, and Bianca Briceag, PhD Student, both at Roma Tre University, Rome (Italy), present a contribution on the theme of reading shared aloud (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini, 2017) with pupils of early childhood. Shared reading is considered important by experts for children's cognitive and emotional development and represents an effective device for promoting educational continuity between children aged zero-three and three-six years. The establishment of the integrated system of education and education from birth to six years (Legislative Decree 65/2017) required the activation of educational interventions that encourage collaboration between nursery schools, spring sections (24-36 months) and kindergartens (Bondioli & Savio, 2012; Zaninelli, 2018).
The authors present a research on shared reading carried out with children from early childhood in the Lazio region.
The research was carried out in the 2018/19 school year with eleven spring sections and kindergartens.
The goal was to improve educational continuity between some spring section aggregated to kindergartens.
The choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant role for the realization of a quality shared reading aloud. The research data revealed that shared reading is a positive strategy both to promote educational continuity and to improve the active participation of pupils in educational activities aged zero-six.
La lettura condivisa come strategia per favorire la continuità educativa nel ...Luisa Marquardt
Giovanni Moretti e Bianca Briceag, rispettivamente Professore ordinario e Dottoranda dell'Università Roma Tre, Dipartimento Scienze della Formazione, presentano un contributo che affronta il tema della lettura condivisa ad alta voce (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini, 2017) con i bambini della prima infanzia.
La lettura condivisa è ritenuta fondamentale per lo sviluppo cognitivo ed emotivo del bambino e rappresenta un dispositivo efficace per favorire la continuità educativa tra bambini di zero-tre e tre-sei anni.
L’istituzione del Sistema integrato di educazione e di istruzione dalla nascita sino ai sei anni (D.Lgs. 65/2017) sollecita l’attivazione di interventi educativi che favoriscano la collaborazione tra asili nido, sezioni primavera e scuole dell’infanzia (Bondioli & Savio, 2012; Zaninelli, 2018).
Gli autori presentano un percorso di lettura condivisa realizzato nell’a.s. 2018/19 con i bambini della prima infanzia con l’obiettivo di valorizzare la continuità educativa tra alcune sezioni primavera aggregate alla scuola dell’infanzia.
Nella ricerca sono state coinvolte 11 sezioni primavera associate ad altrettante scuole dell’infanzia della regione Lazio.
Per la realizzazione di una lettura ad alta voce di qualità hanno svolto un ruolo rilevante la consapevolezza nella scelta del libro a stampa o in formato digitale e l’accurata progettazione condivisa tra gli educatori e gli insegnanti.
Dalle osservazioni svolte nelle sezioni è emerso che la lettura condivisa ad alta voce è una strategia positiva sia per promuovere la continuità educativa sia per favorire la partecipazione attiva dei bambini e delle bambine alle attività educative nella fascia zero-sei anni.
An Integrated Model of Reading Education to Promote the Student’s Aesthetic E...Luisa Marquardt
Giovanni Moretti, Full Time Professor, and Arianna Morini, PhD Researcher, both at Roma Tre University, Rome (Italy), present the results of an experimental empirical research where an integrated model of reading education in primary school has been applied to promote the aesthetic experience and to help develop the students’ creative and artistic thinking (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). The interest of the research was to verify if and how it is possible to qualify the didactic proposal introducing activities, experiences and artistic materials as integration and support of the curricular contents. Particular attention was paid to illustrated books, art books, illustrated and interactive e-books and the apps dedicated to art (Moretti, 2017; Morini, 2017). The research involved a primary school with two experimental classes and two control classes. The data was collected using quality-quantitative tools. In particular, the “TCD-As” (short version) was used (derived from Williams, 1994; short version edited by Moretti, Biasi, Giuliani & Morini, 2016), the “Divergent Thought Test” (Williams, 1994) and the “Questionnaire on the aesthetic experience” (by Wanzer et al., 2018; translated and adapted for primary school by Biasi, Moretti & Morini, 2019). The results of the research confirm as the innovation of teaching, enriched by an integrated model of reading education, aimed at fostering the development of the students’ sense of aesthetics and creative thinking, has been effective and produced a statistically significant result in the experimental group compared to the control group.
Un modello integrato di educazione alla lettura per promuovere l’esperienza e...Luisa Marquardt
Giovanni Moretti e Arianna Morini, rispettivamente Professore Ordinario e Dottore di Ricerca presso l'Università degli Studi Roma Tre, Dipartimento di Scienze della Formazione, forniscono un contributo che approfondisce gli esiti di un’indagine empirica sperimentale in cui è stato applicato un modello integrato di educazione alla lettura nella scuola primaria per promuovere l’esperienza estetica e per contribuire a sviluppare il pensiero creativo e artistico degli studenti (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). L’interesse è stato di verificare se e in che modo è possibile qualificare la proposta didattica introducendo attività, esperienze e materiali artistici come integrazione e supporto dei contenuti curricolari. Particolare attenzione è stata rivolta agli albi illustrati, i libri d’arte, gli e-book illustrati e interattivi e le app dedicate all’arte (Moretti, 2017; Morini, 2017). La ricerca ha coinvolto due classi sperimentali e due classi di controllo di scuola primaria. I dati sono stati raccolti utilizzato strumenti di tipo quali-quantitativo. In particolare è stato utilizzato il TCD-As (short version) (derivato da Williams, 1994; short version a cura di Moretti, Biasi, Giuliani e Morini, 2016), il Test sul pensiero divergente (Williams, 1994) e il Questionario sull’esperienza estetica (di Wanzer et al., 2018; nella versione tradotta e adattata per la scuola primaria da Biasi, Moretti e Morini, 2019). Gli esiti della ricerca confermano come l’innovazione della didattica, arricchita da un modello integrato di educazione alla lettura volto a favorire lo sviluppo del senso estetico e del pensiero creativo degli studenti, sia stato efficace ha prodotto un risultato statisticamente significativo nelle classi sperimentali a confronto con il gruppo di controllo.
La scuola del futuro esiste, e noi l’abbiamo realizzata. La biblioteca diffus...Luisa Marquardt
Nella presentazione l'Arch. Raffaella Magnano (AREAPROGETTI SRL, Torino), illustra il progetto di biblioteca diffusa, realizzata presso la Scuola media Pascoli dell'Istituto comprensivo "Levi Montalcini" di Torino e inaugurata nel 2019.
Abstract
La scuola del futuro esiste, e noi l’abbiamo realizzata.
“Lavorare sulla scuola vuol dire prima di tutto lavorare sulla comunità, sui giovani, per educare al bello. In questo caso la visione è tutto, significa riuscire a vedere al di là delle reali necessità strutturali di un edificio, per realizzare il sogno di una scuola ideale, ottimizzando le risorse e riprogettando gli spazi anche là, dove gli spazi non ci sono.” AREAPROGETTI e Archisbang, progettisti.
È così che i due studi di architettura AREAPROGETTI e Archisbang hanno pensato, progettato e restituito alla città di Torino la nuova scuola secondaria di primo grado Giovanni Pascoli all’interno del programma Torino fa scuola, promosso e sostenuto da Fondazione Agnelli e Compagnia di San Paolo, in collaborazione con Città di Torino e Fondazione per la scuola.
La biblioteca e l’emeroteca
Punto di forza della scuola Pascoli sono la biblioteca diffusa e l’emeroteca, anch’esse, come l’intera struttura, a disposizione degli alunni e della comunità.
La biblioteca è in continuo divenire: pensata in primis come luogo della didattica allargata al di fuori dell’aula, verrà arricchita di documenti cartacei e digitali, diventando a tutti gli effetti un riferimento per il quartiere. La sua caratteristica conformazione, dalla sala di lettura al piano ammezzato, alle biblioteche tematiche con postazioni comode che invitano i ragazzi alla lettura di piacere, ne fa un luogo ideale per l’adesione ai diversi progetti europei di lettura condivisa. Attraverso grandi vetrate, la biblioteca si affaccia sulla palestra, altro spazio flessibile pensato per diventare anche teatro.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The “diffuse library” of “Pascoli” Middle School, Turin, by Daniela Maranta
1. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
Dipartimento di Scienze della Formazione
Department of Education
The “diffuse library” of “Pascoli” Middle School,Turin
DANIELA MARANTADANIELA MARANTA
“Rita Levi-Montalcini” Comprehensive School,Turin
In collaboration with
#RomaTrenonsiferma / #RomaTredoesnotstop
2. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
BIO2
D. Maranta, SM Pascoli, Torino
BIO
Daniela Maranta
2
School Teacher of Humanities and School Library
Coordinator at "Giovanni Pascoli" Middle School of "Rita
Levi-Montalcini" Comprehensive School,Turinp
Graduated in Modern Literature, at the University of
Naples "Federico II", and obtained the Postgraduate
Master (2nd level) in Library Science Archival Science andMaster (2nd level) in Library Science, Archival Science and
Research Methodology at the University of Naples
"Federico II".
04/02/2020
3. ABSTRACT
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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04/02/2020D. Maranta, SM Pascoli, Torino
ABSTRACT3
The “widespread” or “diffuse” library at «Giovanni Pascoli» Middle School of the «Rita
Levi-Montalcini» Comprehensive School in Turin, following the renovation that returned it
to the city in September 2019, presents itself to the students and users as an element of
discontinuity from the past: it aims at becoming a cultural reference point not only for the
school community, but for the whole local context where it is located.
Bearing this in mind the library was designed and structured starting from its location onBearing this in mind, the library was designed and structured, starting from its location on
different floors, passing through the thematic specificity attributed to each reading area.
The welcome that each place offers is itself already stimulating the students to discover
new learning opportunities, as well as motivating them to participate in the various
activities proposed, also in collaboration with the School Library Network which the
school takes part in.
4. OUTLINE
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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04/02/2020D. Maranta, SM Pascoli, Torino
OUTLINE4
Introduction
1. The spaces of our “diffuse library”
2 Teaching becomes widespread2. Teaching becomes widespread
3. Collaboration with libraries and bookshops
4. Our networked projectsp j
5. The future of our library
Essential References
Contacts
5. INTRODUCTION
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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INTRODUCTION5
The “Giovanni Pascoli” Middle School has a “widespread” or “diffuse” school library both
for spatial and conceptual reasons. It was in fact designed and structured as an open space,
d l fl h ith it th ti li itspread over several floors, each with its own thematic peculiarity.
The strength of this new idea - architectural and pedagogical at the same time - is the
desire to transmit to our students the idea that the library is not only a physical place but,
thanks to the many activities promoted here it can be considered as a meeting placethanks to the many activities promoted here, it can be considered as a meeting place,
exchange and comparison around significant themes, as well as socializing or individual
reading space.
The organization of the book collection in different reading areas encourages students tog g g
research autonomously and build greater competence.
In the afternoon (currently one afternoon a week), the school’s "diffuse library" opens its
doors to the local community.
6. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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04/02/2020D. Maranta, SM Pascoli, Torino
6 THE SPACES OF OUR “DIFFUSE LIBRARY” (1)
On the ground floor, right after passing by a space designed primarily to welcome the
neighborhood, there is the newspaper library of the “Giovanni Pascoli” school, where the
t th fi t di d di t d t t d ll b t l t t luser can meet the first reading area dedicated to sports and wellness, but also to travels
and curiosities from all over the world.
In this space, moments of in-depth study and research are being organized on the SDGs andIn this space, moments of in depth study and research are being organized on the SDGs and
issues relating to the UN “2030 Agenda” and debates of collective interest on the
importance of protecting our planet, as it appeared urgent during the General States Day
i d b th Pi d t S h l Lib N t k (“T i t lib i” Pi t )organized by the Piedmont School Library Network (“Torinoretelibri” - Piemonte) on
November 12, 2019.
7. THE SPACES OF OUR “DIFFUSE LIBRARY” (2)
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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04/02/2020D. Maranta, SM Pascoli, Torino
THE SPACES OF OUR “DIFFUSE LIBRARY” (2)7
Proceeding inside our school and our "widespread library", you access a
reference area, so-called for its nature as a consultation and reading room,
with large spaces dedicated to the afternoon meetings between users of
different ages and different backgroundsdifferent ages and different backgrounds.
In this space it is also possible to meet our classical heritage, consisting of
those books that we present our students as "the voice of grandparents
who still have something to tell us"who still have something to tell us .
A “Pascoli’s Corner” is under construction, dedicated to the Poet to whom
our school was named after.
The reading areas of the two upper floors of the school building offer
resources relating to particular thematic areas, from scientific-technological
first to artistic then.
8. TEACHING BECOMES WIDESPREAD
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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TEACHING BECOMES WIDESPREAD8
During school hours, the “reference” area is animated by students who are involved in
storytelling activities, but also in press reviews around issues of interest to them.
This place, for its welcome and the stimuli it offers, positively meets the educational special
needs of some of our students, those boys and girls that we want to put at the center of
our educational process.
In this space the students dedicate themselves to book-trailers making or video reviews
starting from the texts they read.
D i h f l f k h h l' diff libDuring the afternoon, currently one afternoon a week, the school's diffuse library opens up
to the neighborhood starting from this space which offers both consultation and loan
services.
9. COLLABORATING WITH LIBRARIES AND BOOKSHOPS
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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04/02/2020D. Maranta, SM Pascoli, Torino
COLLABORATING WITH LIBRARIES AND BOOKSHOPS9
The promoted activities aim at enhancing the collaborative relationships with libraries and
bookstores, especially those in the area: in fact, it is essential that this cooperation - that
aims at realizing the function of the school and its library as a place of education andg y p
instruction - is always supported, but also as a center for promoting citizenship values.
In the first months of the current school year (2019-2020), two book market exhibitions
were set up, one in Italian and the other in English. This has favored, on the one hand, the
knowledge and strengthening of collaboration with the local bookstores, on the other, the
pursuit of the objective of helping our students to become aware and competent readers.p j p g p
Thematic workshops, especially in English, will be hosted within the next book market
exhibitions, with possible afternoon opening.
10. OUR NETWORKED PROJECTS
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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OUR NETWORKED PROJECTS10
• In order to promote reading and to cultivate the construction of a transversal personal competence by
young readers, our library has taken part - for the second consecutive year - in the European project
“Read More”, disseminated by Torinoretelibri to its school library network, according to which the boys
and girls of the school have twenty minutes a day at their disposal to cultivate reading, based on theirg y y p g
personal choice. It is a free time space that also becomes free on a physical level, since the students
choose to move within the different reading areas, sometimes favoring aggregation, sometimes an
individual space. In those precious minutes, the teacher him/herself is called to devote him/herself to free
reading, together with his students, in the shared belief that learning also passes through a good practicereading, together with his students, in the shared belief that learning also passes through a good practice
to be imitated.
• Joining this activity also offered students the opportunity to learn about the wider European “Read On”
project which, in addition to “Read More”, hosts numerous other initiatives, all characterized by the
ability to connect the world of school with that of our families. boys; the strength of some of these
events that the “Giovanni Pascoli” School Library supports is the possibility of interacting with guest
writers of the platform to write a story "with multiple hands" or to be able to ask questions and personal
curiosities directly to the authors.curiosities directly to the authors.
11. THE FUTURE OF OUR LIBRARY
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THE FUTURE OF OUR LIBRARY11
Among the activities that we wish to carry out and / or implement in the current three-year
period, we find the following key points shared with the Torinoretelibri Network Projects:
• the creation of the integrated system, starting with the creation of a single online catalogg y g g g
(OPAC) which brings together the documents present in the participating school libraries and
which can be used by users of the various schools of the system;
• the cataloging which respects the cataloging standards (ISBD and REICAT) used in SBN is• the cataloging, which respects the cataloging standards (ISBD and REICAT) used in SBN, is
managed through a single Clavis management software. As soon as the updating of the library
catalogue completed, it will be possible to retrieve the bibliographic data concerning the physical
and possibly digital availability of each resource owned by our school or by the numerousand possibly digital availability of each resource owned by our school or by the numerous
libraries belonging to the integrated system; the availability of texts in digital format is possible
thanks to the collaboration with the online Media Library platform (MLOL), also in its particular
and rich catalog addressed to the school world (MLOL Scuola).and rich catalog addressed to the school world (MLOL Scuola).
12. THE FUTURE OF OUR LIBRARY
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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THE FUTURE OF OUR LIBRARY12
• In order to achieve an integration at different levels between the school and public library systems, our library is
available to participate in a project of an "integrated library system" between the Turin Civic Libraries and the
“Torinoretelibri” School Library Network, which includes initiatives and shared good practices to promote
reading.
•Another important aspect for us is to contribute to a debate that creates interest around the world of school
libraries to support the birth of a specific professional figure who deals, within the school, with the delicate and
fundamental role of managing the various activities that are promoted and the book collection.
• Last but not least our library wishes to support together with the other network partners the organization of• Last but not least, our library wishes to support, together with the other network partners, the organization of
activities with which our students pursue the objectives of the 2030 Agenda for Sustainable Development,
program of action for people, the planet and prosperity, signed by the governments of the 193 member countries
of the United Nations General Assembly on 25 September 2015, a topic provided for in Article 3. of the law
"Introduction of school teaching in civic education "approved in Parliament on 1 August 2019Introduction of school teaching in civic education approved in Parliament on 1 August 2019.
• All existing reading promotion projects will be supported and they will be supported by the testing of new ones,
such as the creation of transversal reading groups born around the interests of individual students, with
subsequent moments of sharing also on social reading platforms.
13. ESSENTIALWEBSITE REFERENCES
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D. Maranta, SM Pascoli, Torino
ESSENTIALWEBSITE REFERENCES13
• Istituto Comprensivo «Rita Levi-Montalcini»,Torino
https://www.icmontalcini-to.edu.it/pvw/app/TOME0081/pvw_sito.php
• Torino fa scuola
https://www.torinofascuola.it/giovanni-pascoli/
• Torinoretelibri
https://trlpiemonte.biblioteche.it/
14. CONTACTS
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CONTACTS14
Mail to:
Prof. ssa Daniela Maranta
Istituto Comprensivo «Rita Levi-Montalcini»
Via Duchessa Jolanda, 29 – 00138 Torino
daniela.maranta@icmontalcini-to.edu.it