Bókasafnið - 01.07.1984, Blaðsíða 36

any potential leaders. This system is parti-
cularly bad for the good students. The
school does not offer them enough chal-
lenge and it becomes fashionable to pass
with a minimum grade. After school their
mentality has been geared to this idea of
“everything for nothing". The potential
leaders get lost in mediocre schooling.
The school library must be used more
to supplement the average classroom
coverage of the subjects, particularly for
the good students.
The school library’s role in techno-
logical developments is also most import-
ant and the computerization of the schools
should involve the school library. The
school library could very effectively be
one of the parties within the school which
teaches computer skills. This can be done
both by transmitting facts as well as
teaching students to find information.
The school librarian must be capable of
using the computer and its informatión
transmission capabilities just as he must
know how to use other sources to transmit
information to his students.
In order to make the school library ef-
fecive in the strife for exellence in educat-
ion as well as in the computerization of the
school, the education and training of the
school librarian becomes a crucial issue.
IFLA has set up a working group which is
writing guidelines for the education of
school librarians. Three general corner-
stones must form the foundation for the
educational programmes of the school
librarians: they must be prepared for an
educational role, a professional role and a
management role. The first role covers
training the librarians in information skills,
as well as in cooperation with the teachers
in creating the educational programmes
of the school. The professional role in-
volves training in selection and evaluation
of library material, current awareness for
the teachers and knowledge of new
developments in librarianship, and of
children’s literature. The management
role involves budget making, personnel,
organization and development of the col-
lection as well as all programmes and
exhibits organized by the library.
There is no special effort that goes into
checking out requested books or
shelving, but it demands a great deal of
skills and dedication to make the school
library into a true institution of information
within the school which serves to improve
the total educational programme of the
school.
It has been said that a school librarian
without a library can much benefit the
school with ingenuity and resourceful-
ness, but unused library material is of no
use to anybody.
• 33
Miscellanea
Bibliography 1944-1973 in 2nd edition
This is a computerized bibliography
covering 10.000 monographs listed in the
annual lcelandic National Bibliography
1944-1973. Items were reclassified and
recatalogued according to alterations in
the Dewey Decimal Classification
Scheme and new cataloguing rules. The
bibliography is an alphabetical author/title
catalogue.
A bibliography covering monographs
published 1844-1943 is now being pre-
pared.
For further information write to:
Thjónustumidstöd bókasafna
Borgartúni 17,
105 Reykjavík.
Law on professional librarians
A bill submitted by the Minister of Edu-
cation and Cultural Affairs on the initiative
of the Association of Professional Librari-
ans, was passed in the lcelandic Par-
liament last May. This law defines the
qualifications required for giving a person
the right to call himself a professional
librarian, by permission of the Minister.
B0KIN H/F
Laugavegi 1-101 Reykjavík - Sími 10680
Metum og gerum tilboð í bækur, blöð
og tímarit.
Seljum bækur, lesnar og ólesnar, heil
tímarit, gömul íslandskort og myndir.
Munið að bókin er besti vinurinn
Ðókin Laugavegi 1
36
BÓKASAFNIÐ