URN_NBN_SI_doc-G2HR8Q6I

28 Knjižnica, 2019, 63 (4), 27–43 Vlasta Zabukovec, Polona Vilar, Romana Fekonja   dološke zaključke ter nekoliko jasnejšo sliko o trenutni situaciji glede K v skupinah V in omogočajo razmislek o glavni študiji, katere rezultati bi bili osnova za nadaljnje načrtovanje intenzivnejšega in ciljno usmerjenega vključevanja K v delo V. Ključne besede: bralna pismenost, informacijska pismenost, zgodnja pismenost, vrtci, splošne knjižnice, šolske knjižnice, Slovenija Abstract Purpose: We present a pilot study preceding a main study with a goal of gathering data on inclusion of Slovene school libraries (SL’s) and public libraries (PL’s) in teaching in kindergartens (KG’s), focusing on inclusion of libraries (L’s) in encouragement and development of Early Literacy (EL) and Reading Literacy (RL) skills. This will provide the foundation for strategic view of the role and tasks of L’s in kindergartens. EL and RL are the foundation of later success at school and in life, leading to active and produc- tive citizenship. Methodology/approach: The pilot study included 24 KG’s, the participants in the project OBJEM and serves as preparation for a nation-wide study with all KG’s or schools with KG (n=224; the pilot sample is therefore 10.7%). We used questionnaires with various types of questions (single/multiple choice, Likert-scale, open-ended). Results: Study gathered data enabling methodological planning and sampling of the main study as well as data on current situation regarding SL’s in KG’s and of involve- ment of both types of libraries in KG work, focusing on four areas: (1) basic information on SL’s in KG’s (premises, opening hours, materials, staff); (2) activities regarding EL and RL in KG’s (types and frequence of activities); (3) collaboration of KG teachers with SL’s and PL’s: initiative, planning, execution, evaluation of activities; (4) obstacles and challenges regarding collaboration between KG and SL/PL. Research limitations: This pilot study included good 10 per cent of KG’s which enables descriptive presentation of results and requires caution in their interpretation. It does enable methodological planning. The respondents were KG teachers, the only possible contact persons in KG’s, which required adapted terminology in the questionnaire. Originality/practical implications: This is the first study of the situation of SL’s in KG’s and of inclusion of SL/PL in KG work. The results and discussion enable methodologi- cal conclusions as well as bring a somewhat clearer picture on the current situation regarding L’s in KG’s. They also enable further planning of a study that will provide fondations for a more intensive and target-oriented inclusion of L’s in KG work. Keywords: reading literacy, information literacy, early literacy, kindergartens, public libraries, school libraries, Slovenia 1 Uvod in pregled literature V prejšnjih raziskavah smo ugotovili, da je bralna pismenost, zlasti pa zgodnja pismenost otrok (imenovana tudi porajajoča se pismenost), povezana s številnimi