{"id":7067,"date":"2011-12-13T16:50:00","date_gmt":"2011-12-13T15:50:00","guid":{"rendered":"http:\/\/serveiseducatius.xtec.cat\/se-baixllobregat6\/general\/utilidad-de-la-biblioteca-escolar-un-recurso-al-servicio-del-proyecto-educativo\/"},"modified":"2016-02-08T12:20:09","modified_gmt":"2016-02-08T11:20:09","slug":"utilidad-de-la-biblioteca-escolar-un-recurso-al-servicio-del-proyecto-educativo","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/baixllobregat6\/biblioteca-escolar\/informacions\/bibliografia-per-a-docents\/utilidad-de-la-biblioteca-escolar-un-recurso-al-servicio-del-proyecto-educativo\/","title":{"rendered":"Utilidad de la biblioteca escolar. Un recurso al servicio del proyecto educativo"},"content":{"rendered":"
<\/a><\/div>\n

Autor: Jos\u00e9 Garc\u00eda Guerrero<\/b>
Editorial: TREA<\/b>
Data: 2010<\/b>
Col\u00b7lecci\u00f3: Biblioteconom\u00eda y administraci\u00f3n cultural, 223<\/b>
ISBN: 978-84-9704-517-9<\/b>
<\/span>
Aquesta obra de Jos\u00e9 Garc\u00eda Guerrero t\u00e9 un objectiu molt clar i que \u00e9s oferir una forma de fer que permeti una \u00f2ptima articulaci\u00f3 de les accions en l’\u00e0mbit escolar i la seva vinculaci\u00f3 a les responsabilitats de coordinadors de lectura, encarregats de la biblioteca escolar i professorat.<\/span>

<\/span>
El llibre s’estructura en quatre parts. <\/span>

<\/span>
1) A la primera<\/b> s’aborda el paper de la biblioteca escolar en el desenvolupament del projecte educatiu i en especial de les pr\u00e0ctiques de lectura, escriptura i habilitats intel\u00b7lectuals, a m\u00e9s de reivindicar la seva necess\u00e0ria estabilitat en un context educatiu din\u00e0mic i complex. S’aposta per una biblioteca escolar com a recurs aglutinador per fer de la lectura i de l’educaci\u00f3 documental una tasca de comprom\u00eds des de totes les \u00e0rees i per tot el professorat. <\/span>
2) A la segona<\/b> part es proposa un model perqu\u00e8 trav\u00e9s d’un model el centre educatiu articuli la planificaci\u00f3 de les actuacions al voltant de la lectura i utilitzaci\u00f3 de la biblioteca. Es tracta d’un model basat en divuit components b\u00e0sics d’intervenci\u00f3: <\/span><\/p>\n

    \n
  1. Coneixement situat (diagnosi).<\/span><\/li>\n
  2. Definici\u00f3 dels objectius.<\/span><\/li>\n
  3. Pol\u00edtica i temps de lectura.<\/span><\/li>\n
  4. Documents de treball.<\/span><\/li>\n
  5. Itinerari de lectura i selecci\u00f3 de llibres i altres recursos documentals.<\/span><\/li>\n
  6. Tasques t\u00e8cniques i organitzatives.<\/span><\/li>\n
  7. Serveis de biblioteca.<\/span><\/li>\n
  8. Circulaci\u00f3 i difusi\u00f3 de la informaci\u00f3.<\/span><\/li>\n
  9. Seccions documentals d’aula.<\/span><\/li>\n
  10. Formaci\u00f3 b\u00e0sica d’usuaris de biblioteca.<\/span><\/li>\n
  11. Aprendre a investigar i informar-se.<\/span><\/li>\n
  12. Projectes de treball aula-biblioteca escolar.<\/span><\/li>\n
  13. Suport de la biblioteca a programes i projectes.<\/span><\/li>\n
  14. Atenci\u00f3 a la diversitat i compensaci\u00f3 educativa.<\/span><\/li>\n
  15. Implicaci\u00f3 de les fam\u00edlies.<\/span><\/li>\n
  16. Accions de col\u00b7laboraci\u00f3.<\/span><\/li>\n
  17. Formaci\u00f3 del professorat.<\/span><\/li>\n
  18. Sostenibilitat de les intervencions (avaluaci\u00f3).<\/span><\/li>\n<\/ol>\n

    Cadascun d’aquests components s’explica seguint un mateix esquema:<\/span><\/p>\n

      \n
    • Caracter\u00edstiques que defineixen el component.<\/span><\/li>\n
    • Responsables principals de la seva implementaci\u00f3 i quota de participaci\u00f3.<\/span><\/li>\n
    • Relaci\u00f3 dels senyals d’aven\u00e7 (indicadors).<\/span><\/li>\n
    • Contribuci\u00f3 del component a les compet\u00e8ncies b\u00e0siques de l’alumnat i a les compet\u00e8ncies professionals del docent.<\/span><\/li>\n<\/ul>\n

      3) La <\/span>tercera<\/b> part inclou una bibliografia general i una selecci\u00f3 de recursos de suport i refer\u00e8ncies bibliogr\u00e0fiques classificades per components. La finalitat d’aquest corpus de llibres i altres materials \u00e9s disposar d’una documentaci\u00f3 espec\u00edfica accessible que ajudi al desenvolupament de les intervencions.<\/span>

      <\/span>
      4) La quarta<\/b> part inclou un seguit de documents complementaris, on destaquen exemples de planificacions per components i un q\u00fcestionari general l’aplicaci\u00f3 en els centres ha de facilitar l’autoregulaci\u00f3 i el seguiment de les intervencions en lectura i biblioteca.<\/span>

      <\/span>
      En conseq\u00fc\u00e8ncia, es proposa un marc d’actuaci\u00f3 que, indefectiblement, ha de comportar un gir estrat\u00e8gic per a l’organitzaci\u00f3 escolar en la manera d’abordar les intervencions relacionades amb la lectura i la utilitzaci\u00f3 de les biblioteques escolars. Es tracta de definir un marc d’actuaci\u00f3 perqu\u00e8 en els centres educatius es dugui a terme una acci\u00f3 responsable i determinada per una pol\u00edtica de lectura apropiada per a alumnat i el professorat.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      Autor: Jos\u00e9 Garc\u00eda GuerreroEditorial: TREAData: 2010Col\u00b7lecci\u00f3: Biblioteconom\u00eda y administraci\u00f3n cultural, 223ISBN: 978-84-9704-517-9Aquesta obra de Jos\u00e9 Garc\u00eda Guerrero t\u00e9 un objectiu molt clar i que \u00e9s oferir una forma de fer que permeti una \u00f2ptima articulaci\u00f3 de les accions en l’\u00e0mbit escolar i la seva vinculaci\u00f3 a les responsabilitats de coordinadors de lectura, encarregats de la biblioteca […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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