Volum 2011

Volumul Conferinţei:
Biblioteca şcolară – spaţiu ideal de informare şi comunicare : ediţia a II-a :  Buziaş, 2011. Timişoara : Editura Universităţii de Vest, 2012 (233 p.). ISBN 978-973-125-374-9.
Preţ: 30 RON
Comenzi: 
la adresa: maria.micle@pfc.uvt.ro sau tel. 0721084242

 COORDONATOR VOLUM: Lect. Dr. Maria MICLE

ISBN 978–973–125–374–9
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COMITET ŞTIINŢIFIC

Prof. univ. dr. Mircea REGNEALĂ, Universitatea Bucureşti
Prof. Univ. dr. Ionel ENACHE, Universitatea Bucureşti
Conf. univ. dr. Gheorghe CLITAN, Universitatea de Vest din Timişoara
Conf. univ. dr. Elena TÎRZIMAN, Universitatea Bucureşti
Prof. Gheorghe BLOANCĂ, Inspector şcolar de specialitate, I.S.J. Timiş
Lect. univ. dr. Silviu BORŞ, Universitatea „Lucian Blaga” Sibiu
Lect. univ. dr. Maria MICLE, Universitatea de Vest din Timişoara
COMITET DE ORGANIZARE
Prof. Veronica BRATU, documentarist Liceul Teoretic Buziaş
Lect. univ. dr. Maria MICLE, Universitatea de Vest din Timişoara
Prof. Ioan DRĂGAN, directorul Liceului Teoretic Buziaş
Prof. univ. dr. Mircea REGENALĂ, preşedintele ABR – Asociaţia Bibliotecarilor
din România
Dr. Robert CORAVU, vicepreşedintele ABR – Asociaţia Bibliotecarilor din
România
Prof. Valentina LUPU, vicepreşedinte ABR. Secţiunea Biblioteci şcolare
Prof. Daniela MIHĂILĂ, bibliotecar Casa Corpului Didactic Timiş
Prof. Adriana BOTEA, profesor metodist, Casa Corpului Didactic Timiş

SUMAR

PREFAŢĂ ………………………………………………………………………………………………. 13
SECŢIUNEA I. TEHNICI PEDAGOGICE DE INSTRUIRE A PUBLICULUI
ŞCOLAR PRIN INTERMEDIUL BIBLIOTECII/ CDI
DEZVOLTAREA COMPETENŢEI DE LECTURĂ ÎN BIBLIOTECA
ŞCOLARĂ ……………………………………………………………………………………………….. 19
Daniela ARGATU,
Casa Corpului Didactic „George Tofan” Suceava
COLABORAREA BIBLIOTECĂ-ŞCOALĂ ÎN CADRUL
ORELOR DE LIMBA ŞI LITERATURA ROMÂNĂ ……………………………………. 25
Elena-Corina CIOBANU
Liceul Teoretic Buziaş
INIŢIERE ÎN TEHNICA LECTURII ………………………………………………………….. 33
Floarea CHIRIŢOIU
Grădiniţa cu Program Normal, Topleţ, Caraş-Severin
CARTEA, CEL MAI BUN PRIETEN …………………………………………………………. 41
Daniela DUDAREC
Liceul Teoretic Buziaş
ROLUL BIBLIOTECII ÎN CREŞTEREA CALITĂŢII
PROCESULUI DE ÎNVĂŢĂMÂNT …………………………………………………………… 47
Ecaterina GIUCA, Liceul Teoretic Buziaş
Lia GURGU, Şcoala cu Clasele I-IV Ilova, Slatina-Timiş, Caraş-Severin
LECTURA ÎN IMPAS?! ……………………………………………………………………………. 57
Ligia-Dana GROSU, Şcoala „Miron Costin”, Bacău
Georgia-Maria GROSU, Liceul Teoretic „Adam Müller Guttenbrunn”, Arad
FORMAREA PROFESIONALĂ, UN MOFT SAU O NECESITATE? …………… 67
Nicoleta MARINESCU
Manager şi evaluator european, formator în infodocumentare, Iaşi
AVANTAJELE FOLOSIRII METODELOR ACTIV-PARTICIPATIVE
LA ORELE DE BIOLOGIE ……………………………………………………………………….. 77
Claudia RÂMPU
Liceul Teoretic Buziaş
METODE ŞI TEHNICI INTERACTIVE DE GRUP FOLOSITE
ÎN PREDAREA GEOGRAFIEI …………………………………………………………………. 81
Petru Laurenţiu RÂMPU
Liceul Teoretic Buziaş
BIBLIOTECA VIRTUALĂ – MIJLOC DE INSTRUIRE
A PUBLICULUI ŞCOLAR ………………………………………………………………………… 85
Carmen-Gabriela Văduva
Liceul Teoretic Buziaş
ECONOMIE ŞI SOCIETATE ÎN SECOLUL AL XX-LEA. METODE
INTERACTIVE ………………………………………………………………………………………… 89
Paula-Alina VIEZUINĂ
Liceul Teoretic Buziaş
SECŢIUNEA A II-A. ACTIVITĂŢI DE MARKETING ŞI ANIMAŢIE
CULTURALĂ ÎN BIBLIOTECA ŞCOLARĂ
DE VORBĂ CU SCRIITORI CONTEMPORANI – UN PROIECT
INTERDISCIPLINAR ……………………………………………………………………………….. 99
Ileana IOANOVICI, Voichiţa BERCEA
Liceul „Grigore Moisil” Timişoara
DEZVOLTAREA DE PARTENERIATE ŞI COLABORĂRI
PRIN CENTRELE DE DOCUMENTARE ŞI INFORMARE …………………………. 105
Veronica BRATU
Centrul de Documentare şi Informare – Liceul Teoretic Buziaş
BIBLIOTECA ŞCOLARĂ/C.D.I.-UL – LOC SPECIAL PENTRU LECTURĂ
ŞI CREAŢIE ……………………………………………………………………………………………. 115
Margareta VLADU
Grup Şcolar Industrial Energetic Turceni
BIBLIOTECA LICEULUI TEORETIC ,,TRAIAN-VUIA” REŞIŢA ………………. 123
Mihaela IORGA
Liceul Teoretic ,,Traian-Vuia” din Reşiţa
NEW MEDIA VS OLD MEDIA …………………………………………………………………. 129
Emil KINDLEIN
Liceul Teoretic Buziaş
BIBLIOTECA – O NECESITATE ÎN ACTUALITATE ……………………………….. 135
Daniela LOPĂZAN
Liceul Teoretic Buziaş
MARKETING ŞI ANIMAŢIE CULTURALĂ – ACTIVITĂŢI „VITALE”
ÎN BIBLIOTECILE ŞCOLARE ROMÂNEŞTI ……………………………………………. 141
Alexandra LUNGOCI, student
Universitatea de Vest din Timişoara
BLOGUL – INSTRUMENT EFICIENT DE INFORMARE ŞI COMUNICARE
ÎN BIBLIOTECA ŞCOLARĂ ……………………………………………………………………. 151
Lăcrămioara ONEA
Şcoala cu Clasele I-VIII “ George Enescu” Moineşti, jud. Bacău
BIBLIOTECA CASEI CORPULUI DIDACTIC, UN FACTOR ACTIV
ÎN DESFĂŞURAREA PROIECTELOR CULTURAL-EDUCATIVE …………….. 159
Viorica Genţiana ONIŞORU
Casa Corpului Didactic Alba
BIBLIOTECA – PUNCT DE PLECARE SPRE MODERNITATE …………………. 169
Oana Otilia TRIPE
Liceul Teoretic Buziaş
SECŢIUNEA A III-A. COMUNICARE ŞI EDUCAŢIE
INTERCULTURALĂ PRIN INTERMEDIUL BIBLIOTECILOR
MATEMATICA, PRIN PRISMA CONTRIBUŢIILOR CULTURALE
CARE AU FORMAT DOMENIUL …………………………………………………………….. 177
Afrodita BEHAWETZ
Liceul Pedagogic “Carmen Sylva” Timişoara
TEHNICILE MODERNE DE COMUNICARE – CHEIE A SUCCESULUI
COLABORARII DINTRE BIBLIOTECA ŞI ŞCOALĂ ………………………………… 187
Angela DUMITRESCU
Universitatea de Vest, Colegiul “Electrotimiş” din Timişoara
PLEDOARIE PENTRU CARTEA TIPĂRITĂ …………………………………………….. 195
Adriana MARIAN
Colegiul Naţional „Aurel Vlaicu” Orăştie
MULTICULTURALITATE ŞI INTERCULTURALITATE, TERMENI DE
ACTUALITATE ……………………………………………………………………………………….. 199
Marieta RUBANEŢ
Liceul Teoretic Buziaş
OPORTUNITĂŢI DE ABORDARE A INTERCULTURALITĂŢII ÎN
ACTIVITĂŢILE BIBLIOTECII ŞCOLARE ………………………………………………… 207
Adrian-Valentin VESEL,
Şcoala Nr. 9 „M.C. Epureanu” Bârlad, jud. Vaslui
ABSTRACTS ………………………………………………………………………………………….. 221
TABLE OF CONTENTS
PREFACE ………………………………………………………………………………………………. 15
SECTION I. PEDAGOGICAL TECHNIQUES OF TRAINING
THE SCHOOL AUDIENCE BY MEANS OF THE LIBRARY / CDI
DEVELOPMENT OF READING COMPETENCES IN SCHOOL LIBRARIES 19
Daniela Argatu
Teacher Training Resource Centre “George Tofan”, Suceava
LIBRARY – SCHOOL COLABORATION WITHIN THE COURSES OF
ROMANIAN LANGUAGE AND LITERATURE ……………………………………….. 25
Elena-Corina CIOBANU
Theoretical High-school of Buzias
INITIATION INTO THE TECHNIQUE OF READING ……………………………….. 33
Floarea CHIRIŢOIU
Normal-program Kindergarten of Topleţ
THE BOOK, OUR BEST FRIEND …………………………………………………………….. 41
Daniela DUDAREC
Theoretical High-school of Buzias
THE ROLE OF THE LIBRARY IN THE INCREASE OF THE QUALITY
OF EDUCATION PROCESS …………………………………………………………………….. 47
Ecaterina GIUCA; Lia GURGU
Theoretical High-school of Buzias; “Ilova” Primary School,
Slatina-Timiş, Caraş-Severin county
READING IN TROUBLE?! ……………………………………………………………………….. 57
Ligia-Dana GROSU, Georgia-Maria GROSU
“Miron Costin” School, Bacau, “Adam Müller Guttenbrunn” Theoretical
High-school, Arad
PROFESSIONAL TRAINING, A LUXURY OR A NECESSITY? ……………….. 67
Nicoleta MARINESCU
Manager and European assessor, trainer in info-documentation, Iasi
THE ADVANTAGES OF USING PARTICIPATIVE-ACTIVE METHODS
IN BIOLOGY CLASSES ………………………………………………………………………….. 77
Claudia RÂMPU
Theoretical High-school of Buzias
GROUP INTERACTIVE TECHNIQUES AND METHODS USED
IN TEACHING GEOGRAPHY …………………………………………………………………. 81
Petru Laurenţiu RÂMPU
Theoretical High-school of Buzias
THE VIRTUAL LIBRARY – MEANS OF TRAINING SCHOOL AUDIENCE . 85
Carmen-Gabriela Văduva
Theoretical High-school of Buzias
ECONOMY AND SOCIETY IN THE TWENTIETH CENTURY.
INTERACTIVE METHODS ……………………………………………………………………… 89
Paula-Alina VIEZUINĂ
Theoretical High-school of Buzias
SECTION II. MARKETING AND CULTURAL ANIMATION
IN SCHOOL LIBRARIES
TALKING TO CONTEMPORARY WRITERS – AN INTERDISCIPLINARY
PROJECT ………………………………………………………………………………………………… 99
Ileana IOANOVICI, Voichiţa BERCEA
“Grigore Moisil” High-school of Timişoara
DEVELOPMENT OF PARTNERSHIPS AND COLLABORATIONS
THROUGH INFORMATION AND DOCUMENTATION CENTRES …………. 105
Veronica BRATU
Information and Documentation Centre – Theoretical High-school of Buzias
THE SCHOLAR LIBRARY / CDI – A SPECIAL PLACE FOR READING
AND CREATION …………………………………………………………………………………….. 115
Margareta VLADU
“Turceni” Energetic Industrial School Group
THE LIBRARY OF „TRAIAN-VUIA” THEORETICAL HIGH-SCHOOL OF
REŞIŢA …………………………………………………………………………………………………… 123
Mihaela IORGA
“Traian-Vuia” Theoretical High-school of Reşiţa
NEW MEDIA VS OLD MEDIA …………………………………………………………………. 129
Emil KINDLEIN
Theoretical High-school of Buzias
THE LIBRARY – A CONTEMPORANEOUS NECESSITY
OF INFORMATION …………………………………………………………………………………. 135
Daniela LOPĂZAN
Theoretical High-school of Buzias
MARKETING AND CULTURAL ANIMATION – „VITAL” ACTIVITIES IN
ROMANIAN SCHOOL LIBRARIES …………………………………………………………. 141
Alexandra LUNGOCI, student,
West University of Timisoara
THE BLOG – AN EFFICIENT TOOL OF INFORMATION
AND COMMUNICATION IN SCHOOL LIBRARIES …………………………………. 151
Lăcrămioara ONEA
“George Enescu” Primary school, Moinesti, Bacau county
THE LIBRARY OF TEACHERS’ RESOURCE CENTRE, AN ACTIVE FACTOR
IN THE DEVELOPMENT OF CULTURAL AND EDUCATIONAL PROJECTS . 159
Viorica Genţiana ONIŞORU
Teacher Training Resource Centre of Alba
THE LIBRARY – A STARTING POINT TO MODERNITY ……………………….. 169
Oana Otilia TRIPE
Theoretical High-school of Buzias
SECTION III. INTERCULTURAL COMMUNICATION AND EDUCATION
BY MEANS OF LIBRARIES
MATHEMATICS, IN TERMS OF THE CULTURAL CONTRIBUTIONS
THAT HAVE FORMED THE FIELD ………………………………………………………… 177
Afrodita BEHAWETZ
“Carmen Sylva” Pedagocical High-school of Timişoara
MODERN TECHNIQUES OF COMMUNICATION – KEY TO SUCCESSFUL
COLLABORATION BETWEEN LIBRARY AND SCHOOL ………………………. 187
Angela DUMITRESCU
West University, „Electrotimis” College of Timisoara
PLEADING FOR THE PRINTED BOOK ……………………………………………………. 195
Adriana MARIAN
“Aurel Vlaicu” National College, Orastie
MULTICULTURALITY ŞI INTERCULTURALITY,
CONTEMPORANEOUS TERMS ………………………………………………………………. 199
Marieta RUBANEŢ
Theoretical High-school of Buzias
APPROACH OPPORTUNITIES TO INTERCULTURALITY
IN THE ACTIVITIES OF SCHOOL LIBRARIES ……………………………………….. 207
Adrian Valentin VESEL
“M.C. Epureanu” School no. 9, Barlad, Vaslui County
ABSTRACTS ………………………………………………………………………………………….. 221

 

 

PREFAŢĂ

Rolul fundamental al bibliotecilor şcolare şi al centrelor de informare şi documentare şcolare este de a funcţiona ca parteneri al şcolii în procesul de educare şi formare al viitorilor adulţi. În ultimii ani asistăm la transformarea formelor de predare în învăţământul de toate nivelele: de la prelegeri magistrale (centrate pe profesor), la
activităţi individuale sau de grup (centrate pe elev), ceea ce ne aduce în situaţia ca
biblioteca şcolară – CDI-ul să preia şi să continue o parte mai mare din responsabilităţile muncii la clasă.
Profesorii văd încă în bibliotecă, cu preponderenţă, un loc în care să li se dezvolte copiilor gustul pentru lectură, biblioteca doreşte, în plus, să îi orienteze şi să le formeze
tehnici documentare de regăsire şi selectare a informaţiei, abilităţi de comunicare
interculturală şi cetăţenie activă. Studii de specialitate arată că doar aproximativ 20%
dintre bibliotecile şcolare colaborează activ cu personalul didactic pentru o complementaritate eficientă între procesul educativ de la clasă şi continuarea asistată a acestuia în biblioteca şcolară/centrul de informare şi documentare, aşa-dar o mai bună colaborare între cei doi actanţi educaţionali, şcoală-bibliotecă, se impune de la sine.
În acest context, Conferinţa „Biblioteca şcolară – spaţiu ideal de informare şi comunicare” propune o aducere în discuţie a unor probleme curente din învăţământul
preuniversitar românesc, aducând în atenţie rolul şi funcţia bibliotecilor şcolare în
creşterea calităţii procesului educativ şi le-a propus participanţilor abordări pe temele
următoare: tehnici pedagogice de instruire a publicului şcolar prin intermediul  bibliotecii- CDI, comunicare şi educaţie interculturală prin intermediul bibliotecilor, activităţi de marketing şi animaţie culturală, schimb de bune practici în colaborarea bibliotecă/şcoală.
Volumul de faţă cuprinde lucrările selectate şi prezentate la ediţia a II-a a Conferinţei, care s-a bucurat de interesul a peste 80 de participanţi, bibliotecari, profesori din învăţământul preuniversitar şi universitar.
Mulţumim, o dată în plus, inimoaselor şi generoaselor gazde: Liceul Teoretic Buziaş.

Maria Micle

 

PREFACE

The fundamental role of school libraries and documentation and information
centers is to work as partners of the school in the education and training process of
future adults. In recent years, we are witnessing the transformation of teaching forms
in all levels of education: from lectures (teacher-centered) to individual or group
activities (student-centered), which brings us in the situation that the school library –
the CDI – takes over and continues a larger share of work responsibilities in the
classroom.
The teachers still see the library, mainly, as a place for children to develop
their taste for reading. In addition, the library wishes to direct them and create for
them documentary techniques of information retrieval and selection, intercultural
communication skills and active citizenship. The studies show that only about 20% of
school libraries collaborate actively with the teaching staff for an effective
complementarity between the educational process in classrooms and its assisted
continuance in the school library/documentation and information center, therefore a
better collaboration between the two educational actants, school- library, is
inescapable.
In this context, the Conference ‘The School Library – Ideal Space for
Information and Communication’ offers a call into question of the current problems
of Romanian pre-university education by bringing into focus the role and function of
school libraries in increasing the quality of the educational process and it proposed to
the participants approaches of the following topics: pedagogical techniques of
training school audience through library/CDI, communication and intercultural
education through libraries, cultural animation and marketing activities, best practice
exchange in the library – school collaboration.
This volume includes works selected and presented at the second edition of
the Conference, which enjoyed the interest of more than 80 participants, librarians,
pre-university and university teachers.
Once again, we would like to thank our warm-hearted and generous hosts:
Theoretical High School of Buzias.

Maria Micle

 

ABSTRACTS

ARGATU, Daniela, DEVELOPMENT OF READING COMPETENCES IN

SCHOOL LIBRARIES

It is a universal truth that all human experience has been collected
throughout the history in books that were written by people for people and can not
stay away from them. Books must be read and the fact that their purchase has now
become a luxury requires adapting the profile and immediate intervention of
specialists and reading mediators namely – school librarians. Only the act of reading
will add value to books that every school library make freely available to its users
and will attest the fundamental law of the lecture philosophy: an open book is an
invitation to freedom, and once you have read it, you may do whatever you want,
because “the purpose of the school is to form free people”. It is, after all, the
consummation of an educational act that takes place in the wonderful space of the
library. Not for nothing are libraries said to be true indicators of a nation’s cultural
health.

BEHAWETZ, Afrodita, MATHEMATICS, IN TERMS OF THE CULTURAL

CONTRIBUTIONS THAT HAVE FORMED THE FIELD

The summary view presented in this article of the most important figures in
mathematics, from all times and places, including Romania, with details about their
lives or the context in which their works were written and their theorems and theories produced, comes to show that mathematics can often be more interesting and understandable to students, if teachers attend mathematical definitions, theorems and the computations required by the study programs with such cultural and biographical details.

BERCEA, Voichiţa; IOANOVICI, Ileana, TALKING TO CONTEMPORARY

WRITERS – AN INTERDISCIPLINARY PROJECT

The purpose of this interdisciplinary project, entitled Talking to
Contemporary Writers , is to offer a possible model of extracurricular activity, mainly a cultural and educational one, which can be achieved within the CDI, through a collaboration with several other departments, such as the Romanian language and literature department, the music education, the art education and the informatics departments in our high-school. Thus we meet the requirements of a modern teaching system, strongly rooted in the contemporary reality.
Taking into account the fact that the financial resources granted for school
libraries in the last years have not provided funds for acquiring new books and
materials, we have raised the question of granting access for the students of our
school to the latest editorial novelties. The main objectives aimed at through the
activities in the project are supposed to have an impact on the development of
students as active readers, by using activities to popularize the latest books, as well
as to make reading more spread and attractive.

BRATU, Veronica, DEVELOPMENT OF PARTNERSHIPS AND

COLLABORATIONS THROUGH INFORMATION AND

DOCUMENTATION CENTRES

Why do we have to engage in school partnership? A question many ask
themselves… The answer is: both pupils and teachers acquire new and relevant skills, suitable not only for their professional development needs, but also for their personal needs such as communication and presentation skills, decision making, problem solving and conflict management, creativity, team work and solidarity/togetherness. Schools have as a benefit: the motivation of their pupils, the growth of their interest in school subjects and school work and their success as pupils.

 

CHIRIŢOIU, Floarea, INITIATION INTO THE TECHNIQUE OF

READING

L’importance de la lecture est évidente et toujours actuel. Lecture est un outil
qui développe la possibilité de communication entre les gens, se faisant l’écho des
compétences de la pensée et de la langue. Lecture à des enfants est un acte
intellectuel crucial qui doit être guidé et supervisé par l’école et la famille. Les
bibliothèques, même les plus petites, offrent un des meilleurs, plus accessibles
sources moins chers de la lecture et elles ont leurs livres sur les tablettes des enfants
et des parents. Aussi, il existe de nombreuses possibilités parascolaires dans lequel
on peut ouvrir une discussion sur les livres avec les enfants, qui ne doivent pas
associer de lecture avec une tâche imposée uniquement par l’école, mais découvrir la lecture de sa propre initiative, de curiosité et de plaisir. Grâce à une étroite
collaboration entre l’école, bibliothèque et la famille, petits écoliers pourront
découvrir la joie de lire et de choisir de chaque texte lu ce qui est essentiel et utile.

CIOBANU, Elena-Corina, LIBRARY – SCHOOL COLABORATION WITHIN

THE COURSES OF ROMANIAN LANGUAGE AND LITERATURE

Le biblioteche scolastiche devono diventare fonti d’informazione continua e
aggiornata, le presenze attive nella vita e nel mondo degli alunni. Dobbiamo trovare
nuove forme e metodi a operare con il libro che deve osservare nel miglior modo il
processo di ammodernamento dell’istruzione. L’alunno deve essere ben preparato a
diventare più ricettivo, abile allo studio e a informarsi da solo. Condurre un
approccio didattico aperto di lettura può essere benefico perché permette all’alunno
a creare, oltre la conoscenza del testo letterario e la consapevolezza del processo di
costituire il senso, a produrre in una certa misura un altro testo. Il posto ideale a
tale pratica didattica è proprio la biblioteca.
DUDAREC, Daniela, THE BOOK, OUR BEST FRIEND
The world of books – a wonderful world! But … how can we conquer it? At
what age can we enter the ‘gate’? At youngest age! It is the world we can enter since we are little, provided only that we have people with us to guide our steps through it. That is why the school has an important role in the discovery of this land for children. Students come from different backgrounds with educated or less educated parents, with parents that stimulate the interest of children for books. This task is assumed by the class teacher. The books make the transition from the fabulous world of stories in schools to the real world, clarified and explained yet through the epic. The more attractively and emotionally narrated the story of the teacher is, extensively capturing the attention of students, the more they identify with the story’s heroes; they want the come-back or the follow-up of the story.
Arousing the interest in books can be more easily attained if the activities in
this regard go beyond the classroom or the child’s room, the libraries or bookstores
being the most suitable environments for offering the possibility of a working
environment and atmosphere conducive to reading, study and interactive activities. In this paper, we present a project conducted in partnership with the Center for
Documentation and Information of our school and the municipal public library.

DUMITRESCU, Angela, MODERN TECHNIQUES OF COMMUNICATION –

KEY TO SUCCESSFUL COLLABORATION BETWEEN LIBRARY AND

SCHOOL

Dans l’enseignement roumain, la redéfinition du paradigme de la communication doit se faire en se basant sur une éducation fondée sur des valeurs humanistes et conforme aux standards européens.
La bibliothèque scolaire fournit l’information et les idées indispensables à la réussite dans la société d’aujourd’hui, réussite basée sur l’information et la communication. La bibliothèque scolaire, en permettant aux élèves de maîtriser les instruments qui les aident à apprendre tout au long de leur vie, développe leur imagination et leur offre les moyens de devenir des citoyens responsables. La mission de la bibliothèque scolaire est d’offrir à tous les membres de la communauté scolaire des services d’éducation, de lecture, ainsi que d’autres sources qui développent leur sens critique et qui leur permette d’utiliser efficacement l’information quelle qu’en soient la forme et le support.

 

GIUCA, Ecaterina, GURGU, Lia, THE ROLE OF THE LIBRARY IN THE

INCREASE OF THE QUALITY OF EDUCATION PROCESS

The varied math activities held at the Center for Documentation and Information with the students from primary school are more efficient in the space offered by the CDI, due to the presence of the teacher, librarian or research teacher which, by working together, can offer the possibility of a personalized information according to the dowry of knowledge of each student at a certain time. At the CDI, activation methods can be applied to students in mathematics such as problematized teaching, educational games or work processes such as: differentiation of student training examination, differentiated learning through mathematical games or  individualization and personalization during the mathematical games.

GROSU, Ligia-Dana, GROSU, Georgia-Maria, READING IN TROUBLE?!

The National Project „Reading in trouble?!”, which reached its third edition,
strives to achieve two goals. On the one hand, the project aims to prove that returning to the science/art of reading should be a goal for the modern school, which helps students achieve both reading and communicative skills. On the other hand, the project aims to update the principles and ideas of the International Book Council for Children and Youth and make them more efficient.
The major goal of the project is to stimulate the students’ interest in reading,
in a world dominated by video and audio materials, and create a balance in their
lives between television, computer and reading. Conceived as an integrated project,
„Reading in trouble?!” deals with all three cross-curricular categories: education for quality, education for business and education for cultural diversity.Both the
coordinating school and the partner schools should view the act of reading in the
spirit of the four principles of education promoted and proposed by the International Education Commission for the Twenty-first Century: learning to know, learning to act, learning to live together with others, learning to exist. Thus, the defining role that education has in preparing all children for becoming active citizens in a dynamic society, which is constantly changing, becomes evident. At the same time, education helps to improve the quality of life.
Opening the project to all the meanings the idea of literature holds
accurately reveals the function of libraries in the educational process and justifies the librarians’ constant concern about getting reading out of trouble.

IORGA, Mihaela, THE LIBRARY OF „TRAIAN-VUIA” THEORETICAL

HIGH-SCHOOL OF REŞIŢA

The prestige of a school is given by the library it detains. A school
without a library is an ‘amputated’ school; it lacks the breath necessary to
give force and substance. The library is to a school what a lung is to a living
organism. The library forms and educates the taste and sensitivity for reading
within the community of students, putting a decisive mark on their prospective
personality profile. In the modern world, under the sign of important changes,
the school and its library must be factors of progress, genuine agents of
unprecedented cultural dynamics. This status of change agent it is to be
understood in a natural relationship of cultural and educational partnership.
In the library of ‘Traian Vuia’ Theoretical High-school of Reşiţa, this
partnership works and the library is directly involved in teaching activities
and numerous cultural activities. The collections are largely adapted to the
current needs of the students, allowing us to enjoy the support of the school
management for providing funds for acquisitions.

KINDLEIN, Emil, NEW MEDIA VS OLD MEDIA

New media information is currently experiencing an extensive and rapid development, so that we are required to prepare ourselves vigorously and continuously in order to keep up with the new documentation and information trends. The media, in its new variant, offers the access anytime and anywhere to the content, it is interactive, participatory and promises the democratization of creation, publication, distribution and consumption of content. However, we introduce into discussion some arguments to balance the ‘new media’ and ‘old media’ in terms of usefulness and viability. For example, the Internet, whose advantages are undeniable and has become almost the only source of information for students, in many cases it paralyzes any initiative to study and read the books of a library, although in many cases it leads to inaccurate and unverified information.

LOPĂZAN, Daniela, THE LIBRARY – A CONTEMPORANEOUS

NECESSITY OF INFORMATION

The library is not just a space filled with books; it is something significant,
something one carries along, it is a part of the self. Everyone has an ideal or a
concrete representation of the library, the latest being one where you step in every
day. For me, the library in Buzias is the place where I attended training courses, held classes benefiting from audio-media equipment, books, internet connection, the place where students suggested to run activities themselves, PowerPoint classes with interpretations of screened novels, to present collages with relevant pictures,
according to the theme of the lesson and to pick expressive sound sequences. It is not  important just to have a library (school library but not only), but also to learn how to read. This responsibility falls on the teacher, but also on the librarian. The latter can be a guide for the beginning readers who do not know yet to find their way in this „paradise” – as Borges named it, which is the library. Thus, they can get, through guiding and quality directions, to reading, experienced readers. If by contradiction, the library vanished, humankind would most certainly reinvent it, because it is the meta-cognition of mankind, it is the report that, as by means of a science-fiction tale, humankind could deliver relative to our planet, to the Universe.

LUNGOCI, Daciana Alexandra, MARKETING AND CULTURAL

ANIMATION – „VITAL” ACTIVITIES IN ROMANIAN SCHOOL

LIBRARIES

Même si la bibliothèque scolaire est une partie intégrante de l’éducation, la
formation et l’éducation, malheureusement, la situation actuelle et la position dans la société n’est pas toujours optimale. Jouant un rôle actif dans la formation des élèves, la bibliothèque scolaire devrait avoir un bon plan de gestion mis en place et aussi un personnel concerné, pour assurer le succès et dans le même temps son efficacité, qu’il faut être une incitation pour les apprenants, les petits futurs acteurs de la société du savoir.
Notre article décrit et discute les activités de gestion et des activités culturelles spécifiques, et il capte également les aspects pédagogiques à prendre en considération dans les activités de la bibliothèque scolaire de nous d’être en mesure
d’affirmer la valeur et l’efficacité. Nous proposons des solutions éventuelles d’un
meilleur fonctionnement du système formatif, informatif et éducatif, en soulignant
l’importance de cette institution dans la société en jouant un rôle dans la création
d’identités. Voltaire a dit que „la connaissance n’est pas innée, parce qu’il n’y a pas
d’arbre sur le sol qui sort avec des feuilles et des fruits”, par conséquent, dans ce cas,
la bibliothèque est la sève des arbres, celle source de connaissances.

MARIAN, Adriana, PLEADING FOR THE PRINTED BOOK

The technological development has brought along different types of reading, due to the different information media. But, apart from the subjective arguments and sentimental attachment to printed books, we add that it is easier to carry and it can be read anywhere, anytime, favoring a more comfortable reading. It is true that a ‘book’ in electronic format is more compact, often cheaper, it appears around the launch moment and it can be heard impressing the reader’s voice (but the listener must be able to focus in order to understand the message). It is likely that dictionaries, encyclopedias on paper, some self-education textbooks and books, even some types of commercial novels, which can easily be consulted electronically, disappear.
The electronic editions will be used for research, but for literature and leisure reading, we believe that printed books will always be preferred.

MARINESCU, Nicoleta, PROFESSIONAL TRAINING, A LUXURY OR A

NECESSITY?

Le développement professionnelle, base sur une formation initiale solide acquise dans une école de spécialité, oblige les professionnelles de l’info documentation à une autoévaluation continue. La formation permanente est obligatoire pour l’infodocumentaliste dans la société de l’information, ou les NTIC connaissent une évolution rapide et il faut acquérir dans divers stages de formation des compétences d’information, technologiques, de communication, de management.

ONEA, Lăcrămioara, THE BLOG – AN EFFICIENT TOOL OF

INFORMATION AND COMMUNICATION IN SCHOOL LIBRARIES

The library is the heart of a school. To make known the rhythm of a school, a librarian must know his duties well, identify its priorities, achieve his objectives and
make known his actions. For a school heart to beat normally, any action must be brought to the public, to the community. Atmosphere and hard work in the library must „make noise” permanently beyond its walls. Students and their parents, teachers and community can thus know its assets embodied in specific products and services. To survive, every library needs today more than ever, a well-documented and effective promotional policies implemented. Along with other traditional methods of promotion already used in school libraries, the blog turns out to be a modern marketing tool through which library activity can be promoted more effectively.
Therefore, the librarian must adopt a permanently constructive professional
attitude, which implies good management practice in terms of both traditional and
modern services.

ONIŞORU, Viorica Genţiana, THE LIBRARY OF TEACHERS’ RESOURCE

CENTRE, AN ACTIVE FACTOR IN THE DEVELOPMENT OF CULTURAL

AND EDUCATIONAL PROJECTS

This paper presents the experience of the Library of Teachers’
Resource Center of Alba in carrying out cultural and educational projects in
partnership, projects that had a significant info-documentary component. It
consists of several projects, summarized and addressed to different age levels,
from kindergarten to high-school, and the conclusions drawn upon their
development.

RÂMPU, Claudia, THE ADVANTAGES OF USING PARTICIPATIVEACTIVE

METHODS IN BIOLOGY CLASSES

All’interno dell’atto educativo, il professore, cosi come anche gli alunni, agiscono per mezzo di alcuni metodi di insegnamento e apprendimento. La qualità del loro lavoro è in base a questi metodi, essi costituendo una fonte significativa di crescita della capacità e dell’efficienza dell’istruzione. Con l’applicazione dei metodi particolari, si ottengono delle differenze essenziale nella preparazione degli alunni.
Non esiste attività di apprendimento e di insegnamento che non comprende la necessità nella sua struttura di un certo modo in cui procedere, di una certa tecnica
di esecuzione, di realizzo della detta azione.

RÂMPU, Petru Laurenţiu, GROUP INTERACTIVE TECHNIQUES AND

METHODS USED IN TEACHING GEOGRAPHY

La principale richiesta dell’istruzione progressista è quella di assicurare una
metodologia variata fondata sull’intreccio delle attività di studio e di lavoro
indipendente, con delle attività di cooperazione, di studio in gruppo e di lavoro
interdipendente.

RUBANEŢ, Marieta, MULTICULTURALITY AND INTERCULTURALITY,

CONTEMPORANEOUS TERMS

Intolerance has reached throughout the ages dramatic levels. Multiculturalism is a concept that emerged during the years 1940-1960, when the civil rights movement in the United States intensified. Past experience of the American society imposed the conclusion that in order to achieve a cultural consensus of the cosmopolitan American society, unity and social cohesion, asserting the diversity of American culture as distinctiveness can generate that national consensus required. Europe has other historical coordinates. European countries are mostly formed on the principle of nationality, in this case, the specific culture belonging to the nation. By assuming stereotypically the concept of multiculturalism, on the purpose of being applied within national states, non-specific ideology can lead to segregation, encouraging the segmentation of national unity into ethnic and linguistic groups, which is the same thing with crushing state cohesion and endangering social harmony. Interculturalism adduces for principles, the cohesion of cultures and the positive interactions between them. Educating the students in the spirit of tolerance and acceptance of cultural diversity through intercultural
education curricula in schools has for objective the moral formation of people of the
future so that racial prejudice and discrimination, which are real aggression
generators, to be tackled.

TRIPE, Oana Otilia, THE LIBRARY – A STARTING POINT TO

MODERNITY

Nowadays, any activity is based on the transmission and use of information,
especially on teaching. The information stored in libraries may address to the general audience or specialized audience and the transmission channels have diversified so much that the quality of information is difficult to control. They can be transmitted orally or in writing, by picture, contained in a work of art, a literary text or a billboard. The library is where all this cultural and computer richness unifies both on paper and electronically, but moreover, in this space information is processed, organized and stored, to be later retrieved easily and rigorously.

VĂDUVA, Carmen-Gabriela, THE VIRTUAL LIBRARY – MEANS OF

TRAINING SCHOOL AUDIENCE

Negli ultimi decenni, l’istruzione degli utenti è stata distinta come una nuova
zona di ricerca intensiva e, inoltre come una zona di nuove responsabilità per le
biblioteche e per gli specialisti nell’ambito dell’informazione. Tutta la comunità di
utenti delle strutture di documentazione informatica affronta una quantità di
informazioni che è in continuo aumento e, tutta questa quantità di informazioni è
trasmessa ed è disponibile su vari supporti: in modo cartaceo, su CD-ROM, online
ecc. Questi aspetti, spesso mettono in difficoltà gli utenti nel momento in cui essi
ricercano tali informazioni.
Per questo motivo, le strutture di documentazione informatica devono
attualmente prestare un’attenzione più grande all’istruzione degli utenti, più
precisamente all’istruzione degli utenti per la cultura dell’informazione. La
letteratura del settore ha concesso ultimamente degli spazi più ampi alla
presentazione dei più recenti approcci per questo argomento. Inoltre, sono stati
realizzati più strumenti che offrono la possibilità di apprendere circa le fonti di
informazione rilevanti e su le modalità di accedere a tali fonti. I termini sempre più
diffusi nei documenti di specialità sono: comportamento degli utenti, i bisogni degli
utenti, i programmi di istruzione, la cultura dell’informazione, la cultura
dell’informazione digitale, la cultura delle ricette, le pratiche informative, le abilità
di informazione etc.

VESEL, Adrian-Valentin, APPROACH OPPORTUNITIES TO

INTERCULTURALITY IN THE ACTIVITIES OF SCHOOL LIBRARIES

The opportunities enjoyed by most of the libraries of pre-university education:
trained specialized personnel, proper reading spaces, book volumes, free textbooks,
electronic equipment etc. form into appropriate prerequisites for continuous modernization of school activities, including the intercultural education support of users.
Understood as a novel pedagogical proposal for the Romanian space, the intercultural approach in education is able to teach students to live together, spiritually enriching and developing each other in terms of the differences that mark them: language, religion, ethnicity, genetic endowment etc..
In our paper, we propose some solutions consisting, in particular, in projects that
school libraries may develop, in the direction of the application of intercultural  education principles.

VIEZUINĂ, Paula-Alina, ECONOMY AND SOCIETY IN THE TWENTIETH

CENTURY. INTERACTIVE METHODS

The Romanian educational system has experienced numerous changes in
recent years, changes that imply a radical reappraisal of the role of professor in
general, of the history teacher especially, inside of a classroom and a rearrangement of the teacher-student relationships, the teacher becoming more of a moderator who motivates and stimulates the students. To achieve this, in history classes one can use interactive methods of teaching, based on the collaboration between students. This helps the students to be able to harness the knowledge and skills acquired previously, to reach an understanding of the historical facts and events independent of the teacher, to form independently or in a group a view on the evolution of events and phenomena, and to express it in a way, argued either orally or in writing, to develop the ability to work in groups, to communicate, on the one hand inside the group, on the other hand with the teacher. In the case of the theme approached, „Economics and society in the 20th century”, one can use a variety of interactive methods. I addressed just a few of them: Sinelg, Patchwork. Case study, Group project, Gallery tour.

VLADU, Margareta, THE SCHOLAR LIBRARY / CDI – A SPECIAL PLACE

FOR READING AND CREATION

L’épreuve présente le Centre de documentation et d’information de Groupe
Scolaire Industriel Ėnergetique de Turceni/ la bibliothèque sa dotation, les catégories d’utilisateurs, les moynes d’attraction de ceux-ci. Le C.D.I. de G..S.I.E.Turceni est très important pour toutes les catégories d’utilisateurs( élèves, enseignants, membres de la communanté locale), celui-ci étant un véritable appui dans le processus instructif-éducatif, mais aussi dans le développement des activités extra curriculaeres.
Dans cette épreuve, nous avons présenté aussi le rôle du bibliothécaire / du documentariste dans l’ instruction des élèves, la modalité de travail de celui-ci, en tenant compte des catégories d’utilisateurs mais également de la colaboration avec
les enseignants de notre institution qui contribuent à l’accomplissement de l’acte instructif – éducatif.