URN_NBN_SI_doc-7YZBFLTH

16 Z. Hrast, A. Nestič, V. Zabukovec: Pilot Evaluation of the LIK Cross-Curricular Learning Lessons, 15–32 Library, 57 (2013) 4 Abstract The updated Library and Information Knowledge Curriculum (the LIK Curriculum) was intro- duced in Slovenia in the school year 2008/09. For the process of educational transformation, besides the principles and theoretical platforms, the continuous and simultaneous monitoring and the evaluation of pedagogical process implementation are of great importance. For this reason, the pilot evaluation, consisting of two methodological perspectives was led. The first research was conducted on the basis of data gathering from respondents to questionnaires. The second research was based upon the LIK cross-curricular learning lesson observations, applying the structured observation scheme. The purpose of the study is to empirically verify whether the implementation of the cross-curricular learning lessons is in compliance with the set of goals of the updated LIK curriculum. Ten gymnasiums participated in the research, five of them anticipated in the restruction of the curriculum and five of them anticipated in the research only. The combination of two research methods enabled the comparison of some results acquired by both studies, as well as the assessment of concordance / discordance of results in individual fields. All the research participants are aware of the significance of moni- toring and evaluation of the LIK cross-curricular learning lessons, required for achieving a high- er quality of the educational system. We believe that the questionnaires and the observation scheme will become a useful tool for practice, or to be precise, for the supervision of the LIK cross-curricular learning lessons. Keywords: school libraries, curriculum Library and Information Knowledge, cross-curricular connections, evaluation of cross-curricular learning lessons, learning lesson observation, observation scheme, questionnaires 1 Uvod S šolskim letom 2008/09 (Učni načrti za gimnazije, 2008) se je začelo uvajanje posodo- bljenih učnih načrtov za gimnazije, in s tem tudi posodobljenega kurikula Knjižnično informacijsko znanje (v nadaljevanju KIZ), ki je opredeljeno (Kurikul, 2008, str. 8) kot splošno znanje o informacijskih virih, njihovi izbiri ter uporabi, in dijakom omogoča samostojno pridobivanje in uporabo informacij ter poznavanje knjižničnega sistema z vrstami knjižnic, kar nam pomaga pri vseživljenjskem izobraževanju, vključevanju v družbo in zadovoljevanju različnih potreb. KIZ je opredeljen (Steinbuch, 2007) kot kroskurikularna tema, ki se z medpredmetnimi povezavami vključuje v pouk predme- tov, dneve dejavnosti, obvezne izbirne vsebine in druge oblike procesa. Steinbuchova (2007) navaja, da je bil namen posodabljanja KIZ predvsem večja in- tegracija šolske knjižnice in njenega programa v kurikul in učne načrte predmetov.