THE BRIDGE-HELPFUL READING LITERACY STRATEGIES
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Cross-curricular reading strategies within the school library<br />
- I was very pleased with the LIS lesson conducted in the library. The lesson was dynamic. We<br />
searched for books, used lexicons and encyclopaedias, had great fun, and also a bit of a<br />
quarrel over who found the most books and who already knew that Big Ben is not an<br />
American boxer. The lesson absolutely flew by.<br />
Conclusion<br />
The LIS is an important part of the educational process at our school. It encourages team<br />
work among the educators as well as creativity among the pupils, as the latter often learn<br />
through practical examples – however, these must not be too difficult. During the LIS lesson,<br />
we took the time to talk, observe and listen, which is often lacking when imparting<br />
knowledge in the classroom. We let ourselves be driven by the pupils’ interest and<br />
enthusiasm for the activities, while guiding them in such a way that they will be equal to<br />
similar tasks in future. The pupils, as well as the teachers who took part in it, found the work<br />
interesting and varied. That is why, at the start of every school year, the teachers come up<br />
with new notions and ideas which they want to implement in their lessons in collaboration<br />
with the school library.<br />
Literature<br />
ČEBULAR, A. Evropopotnica. Ljubljana: Urad Vlade RS za informiranje, 2000.<br />
DEVJAK, T. Etična in državljanska vzgoja v osnovni šoli. Ljubljana: Zavod Republike Slovenije<br />
za šolstvo, 2002.<br />
Knjižnična informacijska znanja. Cilji in vsebine za osnovno šolo. Ljubljana: Nacionalna<br />
kurikularna komisija, 1998.<br />
KYRIACOU, C. Vse učiteljeve spretnosti. Radovljica: Regionalni izobraževalni center, 1997.<br />
UČAKAR, P. Gesla za vsebinski opis leposlovja v šolskih knjižnicah. Šolska knjižnica, let. 12,<br />
2002, št. 3, str. 98-103.<br />
translated by: Aleksandar Stanković, prof.of English<br />
[datum]<br />
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