БИБЛИОТЕЧНО-ИНФОРМАЦИОННАЯ ПЕДАГОГИКА В СТРУКТУРЕ СОВРЕМЕННОГО БИБЛИОТЕЧНОИНФОРМАЦИОННОГО ОБРАЗОВАНИЯ

Abstract

Increasing information and condensing the speed of information technologies constantly transforms the functionality of libraries (as information, cultural, educational organizations) to solve acute problems, for example, informational, cultural, educational and educational education and development of readers in the new information space. Modern society sets itself each time new tasks and methods for the development of pedagogical sciences, most often they are associated with an informational approach to learning, education and cognition. The impact of information processes on the education and training and retraining of new library and information professionals is acutely affected. Allocation of information pedagogy allows us to explore new information processes and pedagogical phenomena to develop the sectoral aspect of pedagogical science. Library pedagogy is aimed at training competent specialists in the field of library information and pedagogical activity, functionally oriented to the training, education, and development of library readers. Library and information activities accumulate in themselves different types of labor processes, representing the library as the center of cultural, social, informational and pedagogical beginnings. The authors of the work propose the formulation of scientific knowledge – «library and information pedagogy», as the most appropriate to the name of the «Library and information activity» training area within the framework of the current federal state educational standards 51.03.06 and 51.04.06 «Library and information activities». Library-information pedagogy is a comprehensive knowledge of library pedagogy, pedagogy in general, as well as information pedagogy, including: the pedagogical basis of library science, the information basis of information, library and educational processes, the information worldview, pedagogical competencies that will allow the use of new information and communication technologies in the theory and practice of library and information activities. The structure of library and information pedagogy is conditionally composed of three main components: the base, core and effect. Considering the fact that at present there is no such scientific discipline as library and information pedagogy, then for the modern generation of students, in the context of the implementation of professional standards, the transition to FSES 3 ++, the emergence of a new position «teacher-librarian», it could be very useful. So, the use of the library-information approach in pedagogy makes it possible to replace the traditional plane of the problematic of pedagogical research of the educational and educational processes with the problematics of library-information activity in the implementation of these processes.