PROBLEMS OF MODERN EDUCATION
2012, №1, 68-72
1 EVOLUTION OF UNDERSTANDING OF ESSENCE OF READING
Melentyeva Yu.P.
Head of the Department of the Scientific Center for Research on the History of Book Culture of the Academic Publishing and Data Center "Science" of the Russian Academy of Sciences, Doctor of Pedagogical Sciences, Professor, Deputy Chairman of the Scientific Council for the problems of reading RAO
Melent'eva Y.P.
Chief of department of the Center for the study of book culture Akademizdatcentr “Nauka” of the Russian Academy of Sciences,
Deputy chairman of Scientific Board of the Russian Academy of Eduction on the problems of reading Doctor of Science (Education), Professor
Annotation. The article considers reading as the most complex multifaceted phenomenon, the roots of which go back to the depths of civilization. The evolution of understanding the essence of reading in different eras (Antiquity, Middle Ages, Renaissance, Enlightenment, Modern times) is analyzed. It is argued that understanding the essence of reading is extremely necessary for everyone who is engaged in its promotion, because. allows you to build the right strategy for introducing reading.
Abstract. Article views reading as a complex, multi-aspect phenomenon, with its roots dating back deep in the past of our civilization. The evolution of the understanding of the essence of reading (in the Ancient world, Middle ages, Renaissance period, Enlightenment period and modern time) and the reasons for the change in it are analyzed. The author assert that the understanding of the essence of reading is extremely important for everyone involved in promoting reading, since it allows to develop an effective strategy of attracting readers.
Key words: reading, essence of reading, types of reading, antinomies of reading, promotion of reading.
Keywords: reading, essence of reading, types of reading, antinomies of reading, promotion of reading.
Interest in the problems of reading, which is observed today both in the professional environment and among the general humanitarian community, is directed, as a rule, to the analysis of modern reading indicators and their comparison with the situation in the past of their own country and other countries.
Meanwhile, in order to correctly assess the current state of reading, and to foresee the trends of its development in the future, and to develop methods for attracting various categories of potential readers to reading, it is necessary to study the nature of reading itself as a most complex multifaceted phenomenon, understand its essence, and comprehend the actual scale of this phenomenon. which, on the one hand, has the deepest roots in the depths of civilization, and, on the other hand, serves as one of its foundations.
Understanding the essence of reading (from the Latin “essentia”) (according to Aristotle - “Essence is that constant that the mind comprehends in existence as its certainty”) - developed over many centuries and had its own characteristics in different historical eras.
1 The article was written with the support of the Russian Humanitarian Foundation. Grant 10-01-00540а/B.
The first attempts to comprehend the essence of reading were made both in the depths of the eastern and in the western developing in parallel with it.
(since the period of Antiquity) civilizations.
In general, there are three main concepts of reading, in which its essence is defined as:
Knowledge of God (divine truth);
Knowledge of the world and the place (role) of a person in it;
Man's knowledge of himself.
The roots of all these concepts stretch back to ancient times, where they are intertwined so closely that it is difficult to separate one from the other. All these concepts existed (and exist today) in parallel, prevailing in one or another period of the development of civilization. Each of them constantly developed, became more detailed, finding more and more evidence of the correctness of its understanding of the essence of reading, sometimes came to the fore, sometimes receded into the shadows, depending on the situation.
At the same time, it is possible, although with a sufficient degree of conventionality, to trace their evolution and in what historical periods any of these concepts prevailed.
Thus, the understanding of the essence of reading as a way of knowing God prevailed in all primitive societies, in the most ancient eastern (Muslim, Jewish, etc.) civilizations, where reading was considered as a sacred mediative practice.
In Europe, this concept was especially strong during the Middle Ages. In this period, the scope of European reading includes only those books (texts) that are necessary for understanding the Main Book - the Bible.
It should be noted that in Russia such an understanding of the essence of reading existed for almost seven centuries (X-XVII centuries), when the circle of reading was exclusively liturgical literature.
Since “knowledge of God” involved not only reading the text, but also following the “Laws of God”, this concept also considered reading as a way of acquiring virtue, moral qualities that adorn the soul; as a way to comprehend the Truth.
On this basis, an ethical approach to reading was formed as a moral activity that promotes spiritual perfection and religious education.
It should be said that reading "worldly" books with such an understanding of the essence of reading was considered a digression and was not welcomed. At the same time, already in the Middle Ages, some scientists and thinkers of that time (for example, P. Abelard) treated reading (text) more freely, departing from the established indestructible tradition of “honoring the text”.
Adherents of this so-called. "critical reading" formulated their positions as follows: "to be able to separate sophism from true evidence"; “not to be afraid of freedom of opinion”; "not to be accepted as certain, but to be understood as certain."
Thus, already in this period, there is a tendency for the desacralization of reading, which intensified significantly with the advent of the first universities in Europe. The nature of reading, especially educational reading, acquires a pragmatic character, and the essence of reading is seen, first of all, in the knowledge of the world.
Later, the Renaissance, overcoming the traditions of the Middle Ages and relying on the ancient tradition with its humanitarian coloring, with its inherent cult of Knowledge and Personality, clarified the understanding of the essence of reading, seeing in it a means not only of knowing the world, but also of a person’s place in it.
Developing this idea of the essence of reading, the Renaissance raised the idea of it to a new - pedagogical, educational - level: reading began to be considered as a means of developing the capabilities of the person himself, his personal improvement through turning to reading.
The invention of I. Guttenberg made the book and reading much more accessible than before. The production of inexpensive (primarily educational) books arose. The circle of published books and the circle of their readers is expanding enormously. Now reading has entered the economic system, where the book has become a commodity. The stratification of reading into "elitist" and "mass" begins; there is a differentiation of the readership according to the directions and topics of reading, according to the goals of reading, according to reader preferences.
Reading is built into the scientific knowledge of the world, into the process of secular (first - humanitarian, and then technical) education and training. Reading is becoming an integral part of education and science. Modifications of business and educational reading are being actively formed.
The social prestige of reading is also growing; in educated circles, the ancient tradition of creating a personal library is being revived. There is an understanding of the social significance of reading, which is further developed in the Enlightenment.
During this period, the essence of reading is seen, first of all, in helping the mind, understood very broadly. The understanding is being strengthened that reading should be beneficial, to get rid of ignorance. Reading is considered as an element of scientific and cognitive activity.
The same understanding of the essence of reading is preserved in modern times (XVII - XVIII centuries), with its rationalism and pragmatism, when more and more special, scientific literature is published.
Encyclopedists considered reading as a means of accumulating, preserving and transmitting social (that is, beyond the scope of a single individual consciousness) experience. They, perhaps for the first time, closely associate reading with social action: individual development through reading should serve the common good (D. Diderot). “A good essay is one that enlightens people and affirms them in goodness; bad - thickens the cloud that hides the truth from them, plunges them into new doubt and leaves them without moral rules, ”F.-M. Voltaire.
In the Age of Enlightenment, the main task of reading was the destruction of ignorance in all spheres of life. It can be argued that the understanding of the essence of reading as a means of knowing the world and a person’s place in it has been prevailing for a long historical time and remains so until now, when both the concept of “world” and the concept of “knowledge” have become extremely complicated, deepened and expanded. This concept closely links reading and education, which gives it the character of a socially useful phenomenon, i.e. connects reading with the solution of pedagogical, social and state (and hence ideological) tasks.
Thus, during this period, the social and pedagogical components of the essence of reading are realized.
This concept considers reading, first of all, as a rational, intellectual process, which has only a minimal degree of individual characteristics.
However, as a counterbalance to this purely rational understanding of the essence of reading, from the 18th century. understanding of the essence of reading and as an individual creative act is gaining strength.
The origins of this understanding are rooted in ancient (ancient and eastern) ideas about reading as a way of self-improvement of the individual, as an ethical and spiritual communication.
Based on these ideas, scientists of that time, first of all, I. Kant sees the essence of reading in promoting the development of a person's inner spiritual culture.
According to the general concept of cognition and activity of I. Kant, reading is a free creative act in which the most complex synthesis of the sensual and the rational takes place with the help of the power of imagination, understanding, comprehension, which, of course, has the character of not a passive, but a creative reflection of the text.
I. Kant places the reader at the center of reading, seeing in the reader's co-creation a necessary element of reading. The reader, while reading, does not reflect the world, but creates it. At the same time, the perception of the text by the reader is not always adequate to what the author put into it. Therefore, according to I. Kant, reading is a “thing in itself”, a noumenon, it always has an unknowable remainder.
The deep essence of reading is associated by I. Kant with the fact that it (reading) cannot be considered as an act of full consciousness; with the fact that all outwardly observable forms of reading are only weak manifestations of its existential depth; with the fact that as a free creative individual act, reading does not necessarily set practical goals.
Thus, an aesthetic model of reading is being formed, where the essence of reading is the promotion of the development of the inner, spiritual world of a person.
In the 19th century with the beginning of the development of capitalist relations in Europe, literacy becomes widespread, and reading becomes a daily activity. Its sacredness as a highly spiritual activity is noticeably reduced. Active formation during this period in society, on the one hand, the economic, political, spiritual elite, and, on the other hand, the people
mass, the so-called "factory goods", "spiritual mob" leads to the final formation of two reading cultures: "elitist" and "mass", the first symptoms of separation of which were noticeable in ancient times.
The beginning of the 20th century, when not only a political, economic, but also a spiritual crisis was clearly felt throughout Europe (including Russia), became an era of self-expression, when all culture in the broadest sense, and above all literature, focused all attention on the inner world. the world of man. Reading during this period became the most important way for a person to know himself, i.e. the essence of reading was defined as a person's knowledge of himself.
During this period, reading, on the one hand, becomes commonplace, on the other hand, highly intellectual (“Reading is the communication of lonely geniuses”; “Reading is the search for oneself in others”).
It is impossible not to see that the roots of such an understanding of the essence of reading are rooted deep in history and are associated with the understanding of reading inherent in ancient society as a spiritual practice, a way of self-improvement that brings a person closer to God.
Thus, depending on the understanding of its essence, three types of reading can be distinguished:
1) Ethical (educational, developing, cognitive);
2) Utilitarian (pragmatic, functional);
3) Aesthetic (emotional, creative, existential).
Obviously, the essence of reading is an extremely complex entity.
In various historical epochs, the ethical, the socio-pedagogical, the cognitive, the utilitarian, the creative, the existential side of the essence of reading came to the fore.
However, speaking about the essence of reading, about its value for the ethical, intellectual, aesthetic, spiritual, intellectual development of the individual and society, and the importance of solving problems related to the task of introducing as many people (children and adults) to it as possible, it would be wrong not to touch upon the problem of a negative (or rather skeptical) attitude towards reading.
Opponents of reading proceed from the fact that not every book carries really valuable knowledge, is talented, is truthful. It is worth noting that the understanding that not everything needs to be read, what is written, was already inherent in Antiquity.
There are antinomies 2 in understanding the value of reading: on the one hand: “A person stops thinking when he stops reading”; on the other - "Reading other people's thoughts prevents the birth of their own"; on the one hand, “reading” as a positive characteristic of a person; on the other hand, “reading out” as a trait of a person who has become detached from reality.
F-M. Voltaire pointed out the "terrible harm of reading." F. Bacon spoke about the possible negative impact of reading, if you do not learn undistorted understanding. A. Schopenhauer argued that “When we read, another thinks for us; while reading, our head, in essence, is the arena of other people's thoughts. The modern philologist, writer, thinker U. Eco admits that “we have a too lofty idea of a book, we willingly idolize it. But in fact, if you look closely, a huge part of our libraries are books written by people who are completely untalented ... ".
M. Proust, pointed out that “reading brings a person closer to spiritual life, indicates the existence of this sphere, but it is not able to lead us inside; reading is on the threshold of spiritual life.
It is impossible not to see that some books carry the strongest charge of hatred (Mein Kampf and many others of this kind).
2 Antinomy (from the Greek “contradictions”) is a situation in which contradictory statements about the same phenomenon, object have logically equal grounds. Their truth or falsity cannot be justified within the framework of the accepted paradigm. I. Kant explains antinomy as a contradiction into which the theoretical mind falls with itself when it relates the idea of the absolute to the world as the totality of all phenomena. It is known that I. Kant formulated a number of fundamental antinomies of a moral, religious and aesthetic nature.
3 According to I. Kant, we know about Space. Time, Matter, etc. only as about phenomena (phenomena), but we do not know anything what “things-in-themselves” (noumena) are. "Thing-in-itself" is also Reading.
Some research has linked heavy reading to insanity, suicide, and so on. It is impossible not to notice the duality of the essence of reading as a social phenomenon: on the one hand, reading contributes to the formation of moral and competent people, which is necessary for the state for moral, economic and political development, and on the other hand, reading stimulates free-thinking and independence of the individual, which affects stability. state system.
Undoubtedly, free reading contributes to the formation of a free individual, his own position, which in authoritarian societies is corrected by the introduction of censorship and the formation of such a circle of reading that corresponds to officially accepted values.
Thus, it is necessary to understand that, like any other phenomenon, reading does not carry the absolute category of Good.
As a means of obtaining information, as a means of communication, as a means of understanding and cognition, reading is ambivalent. A positive or negative charge is given to it by the intentions of the reader (and writer). And also - let's add - a recommender. Therefore, it seems that knowledge about the essence of reading and its evolution is extremely necessary for those who are engaged in its promotion, because. allows you to build the right strategy for introducing reading to a person who is on different stages life path and experiencing the need for "different reading".
Obviously, in the modern electronic, network, computer era, the understanding of the essence of reading is deepening. In a situation of expanding the visual possibilities of learning, communication, it (the essence) acquires a certain special character, because it must be recognized that reading remains the only way to become familiar with world knowledge (science, culture) and experience (intellectual, emotional, pragmatic), recorded in writing on any medium - parchment, paper, screen. This is precisely the essence of reading today (the “super-essence”), which has yet to be deeply comprehended.
Bibliography:
1. Melentyeva Yu.P. General theory reading. Statement of the problem.//Reading in education and culture. M.: RAO, 2011.
2. Shaposhnikov A.E. History of reading in Russia. X-XX centuries. M., Liberea, 2001.
3. Ravinsky D.K. The book is a textbook of life?//Library and reading: collection of scientific works/Ros.nats.b-ka-SPb, 1995.
4. The history of reading in the Western world from Antiquity to the present day / comp.G. Cavallo, R. Chartier. Scientific ed. Russian ed. Yu.P. Melentiev. - M.: Publishing house "Fair", 2008. - 544 p.
5. Quarry Zh-K, Eco W. Do not hope to get rid of books! - St. Petersburg: Symposium, 2010. - 336 p.
6. The book in the culture of the Renaissance. - M.: Nauka, 2002. - 271 p.
7. Melent'eva Yu.P. Reading: phenomenon, process, activity. - M.: Nauka, 2010.-181s.
8. Semenovker B.A. The evolution of information activity. Handwritten information. Ch.1-2. M.: Pashkov house, 2009-2011. Part 1. p.248; Part 2. 336 p. (Russian State Library).
9. Stefanovskaya N.A. Existential Foundations of Reading. - Tambov, 2008. -264 p.
Internet journal "PROBLEMS OF MODERN EDUCATION"
Head of the Department of Reading Problems of the Scientific Center for Research on the History of Book Culture of the Russian Academy of Sciences. Doctor of Pedagogical Sciences, Professor. Honored Worker of Culture of the Russian Federation.
Deputy Chairman of the Scientific Council on Reading Problems of the Russian Academy of Education. Vice President of the Russian Reading Association. Member of the editorial board of the journal. "Library science" (2000-2005); Member of the editorial board Bibliosphere (Novosibirsk); Member of the editorial board "Bibliography"; Member of the editorial board of the journal. "University book"; Member of the editorial board of the journal. "Modern Library"; Member of the Academic Council for the defense of dissertations of MGUKI; Member of the Academic Council for the defense of dissertations of the Moscow State Academy Polygraphy; Member of the Academic Council of the Russian Book Chamber.
One of the leading Russian librarians. Her theoretical work largely contributes to the formation of a professional worldview of a modern thinking librarian. Her contribution to the study of the history of reading traditions in Russia and the definition of the features of modern reading culture is especially great.
As a lecturer, MGUKI has formed more than one generation of librarians and researchers now working in libraries in different regions of the country.
Member of the Council of the Russian Library Association (1999-2005), head of the Round Table "Communication and professional ethics of a librarian" (1999-2007)
She made an invaluable contribution to the creation of the first edition of the "Code of Professional Ethics of the Russian Librarian" (1999), organizing the Round Table "Communication and Professional Ethics of the Librarian" at the Russian Library Association.
UDC 378(075.8):02 LBC 78.38
Approved by the Ministry of Education and Science of the Russian Federation
as a textbook for students of higher educational institutions studying in the specialty
071201 - Library and information
activity
Reviewers:
Shaposhnikov A. E., Doctor of Pedagogical Sciences, Professor of MGUKI; Afanasiev M. D., candidate
Pedagogical Sciences, Director of GPIB
Melentyeva Yu. P.
Library service: textbook / Yu. P. Melentyeva. - M.: "FAIR Publishing House", 2006. -
256 p. - (Special publishing project for libraries).
ISBN 5-8183-1208-9
The textbook deals with historical, theoretical, methodological, technological and organizational
aspects of library services; reveals its current state. First attempt made
present library services not only in the context of Russian reality, but also as
a global professional process taking place in the context of the formation of a "single world library".
The main objective of this textbook lies in the formation of a new generation of broad professional
views, modern professional thinking along with knowledge and respect for the achievements
predecessors.
378(075.8):02 LBC 78.38
ISBN 5-8183-1208-9
Melentieva Yu. P., 2006 Series, design. FAIR Publishing House, 2006
Foreword
one of the most important disciplines studied in the process of obtaining a higher library
information education.
It examines the historical, theoretical, methodological, technological and
organizational aspects of library service as an individual reader
(user), and various reader groups and contingents.
The textbook reveals the state of library services, taking into account the transformations,
that have taken place in our country, and the professional changes associated with them: new
conditions for the functioning of libraries, a new attitude towards the individual and her
information needs and interests, recognition of free access to information
the basic value of a democratic society, etc. Students also
for the first time, information is introduced related to the existence of a personal, private library as
a necessary component of the process of forming the user's reading culture
publicly accessible library.
Foreword
However, the fundamental novelty and difference of this textbook from all previous
this course is that for the first time an attempt was made to present the library
service not only in the context of Russian reality, but also as a global
professional process carried out in the conditions of the formation of a "single world
libraries."
Associated with this is a much more detailed study than was done before.
international legislative acts defining the fundamental provisions
organization of library services in modern world, as well as wide
This approach is especially important in connection with the growing trend
globalization in librarianship, as well as in other areas; with the formation
international, primarily pan-European, standards that determine the activities
libraries in general and library user services in particular
Pursuit
Russia to enter the "common European home" means the recognition of standards and understanding
the need to put them into practice.
The main objective of this textbook is to form a new generation of students
broad professional views, modern professional thinking along with
with knowledge and respect for the achievements of predecessors, understanding
professional mission, deep respect for information needs
user, responsibility to him.
The textbook is based on all the positive knowledge accumulated by domestic and foreign
specialists since the formation of the training course "Library Services" as
independent academic discipline.
See, for example, Public Libraries in the Digital Age. PULLMAN Project Recommendations
European Commission / Ed. L. A. Kazachenkova. - M.: FAIR-PRESS, 2004. - 416 p.
Foreword
The problems of library services are considered mainly on the example of public
libraries, since today their role is noticeably increasing in all countries of the world: public
the library became available to the general public without any restrictions; it is she
plays a very special role in the life of the local community, quickly responding and
opportunities to influence changes in the social, and consequently, in the reader's sphere; a
also has a multifunctional and flexible user service system,
being at the same time an information center, a club, a place of communication and
communications
This textbook complies with the second generation adopted by the State Educational Standards of Higher Professional Education in the specialty
"Library and information activity".
Introduction
Evolution of the issue
"Library Service"
The system of library education in Russia began to take shape in the 1920s and 30s. First
higher educational establishments were opened in St. Petersburg (Petrograd Leningrad)
Kharkov, Moscow.
The Moscow Library Institute, defined as the head one, was created by the Decree
teachers, included a training course called Working with Readers. He
was supposed to give students an idea of how to build a library
service in Soviet libraries. Later, already in 1940, a training
program "Methods of working with readers" (author Z.E. Luss)
In 1918, the Institute of Out-of-School Education was opened in Petrograd with a book and library faculty.
extracurricular
Although the problem of creating stable textbooks in the leading library disciplines, in
work of the institute for 1940-1941.
However, the first textbook was published only in 1961.
Leningrad Library Institutes
that peaceful life was interrupted by the Great Patriotic War, but also by the fact that the development of science
in general and the humanities, which included library science, in particular,
ideology was the strongest influence. Ideological discussions of the 1930s, where
"a decisive battle against bourgeois library science concepts", as well as a cruel
criticism to which the Moscow Library Institute was subjected in 1947 for
"weakening of the ideological struggle" and "admiration for the West"
etc., did
writing stable textbooks is not only very difficult, but also unsafe for
It is no coincidence that the first textbook was written only when the ideological
The climate in the country softened somewhat.
However, of course, the content of the first textbook, but also the content of all subsequent
reissues
brightly reflect
"See ibid., p. 13.
Work with readers: Textbook for library institutions - M.: Sov. Russia, 1961 -239 p.
Later, his second edition came out: Working with Readers: A Textbook for the Bible. facts of in-t of culture. - 2nd ed.,
revised and additional - M.: Book, 1970. - 352 p.
■* The oldest department ... - S. 17.
Work with readers / Under. ed. V.F. Sakharov. - 3rd ed., revised and additional. - M.: Book. 1981. - 296 p.
Library Service: Theory and Methods / Ed. ed. AND I. Eisenberg. - M.: Publishing house of MGUK, 1996 - 200
Introduction
processes taking place not only in library science, but also in society.
A comparative analysis of the content of different editions of the textbook allows us to trace
main trends in the development of issues related to library services
readers.
First of all, all three editions of the textbook "Working with the Reader" clearly reflect the nature of their
era. The tasks of working with readers, the principles of their service are determined based on
the prevailing theory of communist education in this period, as set out in the works
K. Marx, F. Engels, V.I. Lenin and party documents, on the basis of which "any
the library, even the smallest one, is an ideological institution that helps
the cause of building communism"
It is characteristic that in all three editions of the textbook "Working with Readers" the terms "working with
readers”, “reading guidance”, “literary propaganda” are considered as
synonyms or very close concepts, suggesting the active influence of the librarian on
reading activity of both children and adult readers, in order to give them reading
"right direction".
In all three editions of the textbook, the experience of Soviet and foreign
libraries, whose activities are considered mainly in a critical way.
At the same time, it is obvious that in the third edition of the textbook (1981), which remains, on the whole,
the same theoretical positions, yet expanded the scope of the subject being studied. Yes, noticeable
the section devoted to the history of the study of the Russian reader has been enlarged, more deeply and
methods of studying readers are considered in detail; a significant place is given to the theory
reading psychology; includes a section on professional qualities
librarian; This is the first time information services have been mentioned.
All of this reflects what happened between the first edition (1961) and the third (1981)
significant changes in society and in the professional environment, namely:
- "thaw" in the political life of the country. The return of the names of L.B. Khavkina, A.A.
Pokrovsky; ON THE. Rubakin and other librarians who until recently
called "bourgeois"; some softening in the assessments of foreign librarianship
and library science; revitalization of international contacts;
- the development of sociology, which has long been in the position of "pseudo-science". Formation
such a field as the sociology of reading. Conducted during this period of the State
library them. IN AND. Lenin (now RSL) and other sociological organizations
research (“Book and reading in the life of small towns”; “Book and reading in the life
Soviet village ", etc.) gave an idea of the modern reader, brought out the methodology of his
studying for a new
- the emergence of the first signs of the formation of the information society, awareness
significance, value of information forced to identify the purpose of working with readers for the first time
"as the maximum satisfaction of the reader's demand"
As you know, in the late 1980s - early 1990s. happened Big changes in life
countries. These years included perestroika, the rejection of mono-ideology, and as a result -
revision of views on the role of the library in the life of the individual and society, goals and objectives
library services, etc. It was necessary to comprehend this new reality and
reflect it in training materials for students.
curriculum for this discipline.
Introduction
But none of the presented programs
However, these developments were not in vain.
title of the new textbook "Library Services: Theory and Methods", which
came out only in 1996, 15 years after the previous edition
a new understanding of the role of the reader as an active participant in the process of library
service, freed from ideological pressure and given the right to
free choice of information.
The question of the status of the library in society was re-examined, and in the course of numerous
discussions that took place during this period on the pages of professional publications, from
definition of goals, objectives, functions of the library, the ideological component was removed,
what is reflected in the "Law on librarianship"
The most important task of the library
the objective of ensuring freedom of access to information was recognized.
The principles of the relationship between the reader and the librarian were comprehended in a new way,
the dialogical nature of their communication is emphasized, etc.
The new textbook for the first time examined in detail the role of the library in the development
personality. Library service
Shaposhnikov A.E. Library Service for Readers - Program ... Project. - M.: MGIK, 1991.
Library Service: Theory and Methods: Textbook / Ed. AND I. Eisenberg. - M.: Publishing house
MGUK. 1996. - 200 p.
„Federal law “On librarianship”// Inf. Bulletin of the Russian
library association. - St. Petersburg, 1995. - No. 2. - S. 9-28.
Evolution of the problems and terminology of the training course "Library Services"
living was considered in the context of the theory of socialization as helping the individual in solving
life problems, as a process that “strengthens” the personality by joining
information and reducing the degree of social tension in society by
providing equal opportunities to obtain the necessary information.
A significant place in the new textbook was given to the technology of library services and
Thus, the textbook "Library Services" solved the "problem of the moment" - reflected
new ideas about the role of the library in the life of society and the individual.
Of course, not all problems could be reflected in the textbook equally. This
the lack to a certain extent makes up for a significant range of textbooks and printed
specialists - teachers of industry universities of the country:
- Aleshin L.I., Dvorkina M.Ya. Library service using
computer tools. - M.-MGUK, 1995.
- Azarova V.A. Reader Service: Professional Behavior Technique:
Monograph. - Samara, 1998.
- Bespalov V.M. The activities of the library to help the creative development of the individual. -
M.: MGUK, 1997.
- Borodina V.A. Psychology of reading: Textbook. - SPb.: SPbGAK, 1997.
- Dvorkina M.Ya. Library Service as a System: Textbook. - M.:
- Zinovieva N.B. Information Culture of Personality: Textbook. - Krasnodar,
- Kreydenko B.C. Library Service: Curriculum. Educational and methodical
materials - SPb: SPbGAK, 1997.
- Meizhys I.A. Socio-psychological foundations of library services:
Tutorial. - Nikolaev, 1994.
Introduction
- Melentyeva Yu.P. Library as an institution of personality socialization: Textbook. -
M.: MGUK, 1995.
- Shaposhnikov A.E. Library Service for the Disabled: A Study Guide. - M.:
works significantly
enriched the problems of library services. significantly expanded and
terminological system: along with the concept of "reader", the concept of
"user", "library subscriber", "consumer of information", which reflected the processes,
occurring in librarianship.
The concept of "library service" appeared; formed such areas of the library
services such as "library conflictology" and "library ethics"; new impetus
developed the concept of library services as a kind of therapy
("library therapy"); formed an idea of the main trends
reader activity of the Russian and world reader (“business reading”;
"compensatory reading", etc.); further development of the information society and how
consequently, strengthening the information function of the library contributed to the emergence
concept like " information culture personality"; along with previous
reading groups demanded considerable attention from new migrants, marginalized
the elderly, as well as businessmen, entrepreneurs, etc. The task of the library
service becomes legal and environmental information, socialization and
social adaptation of the reader.
A significant contribution to understanding the problems of the modern reader was made by the works of sociologists
to get acquainted and impartially evaluate
to improve the work of foreign libraries, the activation of international professional
contacts, as well as thanks to the publications of foreign colleagues who began to actively
translate into Russian
Today, Russian libraries enrich the process of library services for their
readers the best experience of foreign libraries, use the most effective
technologies, techniques that have become quite accessible.
The active use of computer technology in libraries contributes to changes in
the traditional library service process: new opportunities emerge
provision of documents and information, new services, new forms of service
(“virtual reading room”, “electronic document delivery”, etc.); changes itself
reader. Experts talk about the "new", "electronic" reader, etc.
The problems of library services also receive a constant impetus to development from
non-professional sphere, directly from society: organizations such as the UN,
UNESCO and others, setting certain tasks for the world community, actively
involves librarians in their solution
Helping to expand their scope
activities and the formation of new areas of library services, as well as
the emergence of uniform standards of user service.
The trend towards the globalization of librarianship, the creation of a unified
world library, pre-
See, for example, Critical thinking and Library: Proceedings of the Russian-American Seminar
Billington J. American Public Libraries in the Information Age: An Enduring Goal in
periods of change.//Library and reading in a situation of cultural change. - Vologda, 1998 -
Asherwood B. The ABC of Communication, or Public Relations in the Library / Per. from English. - M .: "Liberea",
See. for example. UNESCO Information for All Programme.
Introduction
providing a range of services, i.e. library services, to any user, wherever he
neither was.
foreign library and library and information schools of foreign countries,
one of the leading ones. For example, American colleagues are constantly improving it by studying
library practice, evaluating the effectiveness of innovations and improvements.
Library service curricula are primarily practical
character. The focus of developers is, as a rule, some relevant
problem - e.g. information literacy or library services
disabled people, or library services for the elderly - and which students should
learn to decide
Thus, it is obvious that the problem of library services is constantly
becomes more complex and deeper. It is clear that no textbook is able to "keep up" with the changes
reality, but it must provide the fundamental basis that will help the young
specialist to solve the professional tasks facing him
Theoretical and legislative foundations of the library
service
1.1. The concept of "library service".
Basic concepts of library service
- Ideological.
- Pedagogical (educational).
- Educational.
- Socializing.
- Informational.
Library service is the most important generic function of a library. It is the appearance
figures of the reader, satisfaction of his needs - that is, service - and makes
a library a library, otherwise we can only talk about a book depository,
bookstore, etc.
the idea of the role of the library changed at various stages of the development of society. AT
different periods, the emphasis was placed on the "propaganda-
de... printed works»
as the most important task of this process; then (in the 1990s)
"meeting user needs"
; most recently
specialists consider library services as an activity aimed
to provide information requests of users (readers, subscribers, customers)
both directly in the library and outside its walls.
The library service process can be thought of in two dimensions.
First of all, it can be considered as a social process, that is, having a certain
"super task", based on the belief that library services lead to
to some social impact and change both for the individual and for
various social groups population and for society as a whole, and Secondly, - as
technological process, which implies “a sequence of actions (operations,
procedures) of the librarian .. aimed at providing the user with a certain
The challenge, however, is to synthesize all available knowledge and see
library services as a single holistic phenomenon.
It is known that the main indicators (goals, objectives, directions) of the library
services, and especially the “super tasks” set before it by society are determined
historical situation, socio-cultural processes taking place in society, and,
first of all, the relation of society to the individual and, consequently, to to the reader which
dominates in this period of time in the public consciousness.
Thus, at the basis of one or another library service concepts, adopted in
society in a certain
Theoretical and legislative foundations of library services
ny period of its development lies relation to the reader that is, one or the other concept
reader.
A study conducted by V.Ya. Askarova shows that throughout the whole time
development of Russia as a reading state (X-XX centuries) “there were difficult, often
interacted in conflict four concepts of the reader: conservative-
protective, liberal, revolutionary-radical and commercial"
Each of these concepts has gone through a certain development path.
At different time periods dominant became the one that is most complete
corresponded to the social and socio-cultural situation in the country: for example, during the period of liberal
reforms (for example, during the liberal policy of Alexander the Great) actively
the liberal concept of the reader was formed and dominated; during periods of reaction
"compression of freedoms" strengthened its positions to onserva tivno-protective to concept, etc. . on
Each of these to concepts defined goals, tasks chi and "over-ass chu » bib lyauté much
serving ani i to a cat sensible read spruce, t like the entire population of the country.
Each of the names data to is he ceptius relies on filo sophic theories of personal development sti,
play theory italy and pro illumination, educate and those flax is valuable knowledge and t . d.
research ani i'm showing cabins , what the chats in with ex four k onts epsions have already arisen is in fact
along with the emergence of Russian og about reader. Bo more fully they have issued in the 17th - 19th centuries.
and ok oncha since shapers ali in the XIX-XX centuries.
To conservatively-o store linen to onts reader option takes its toll chalo since ancient times
Russia, which received "the energy of Christian og about education", including book oh from
Byzantium. T thin layer acquired puppies to the bookstore eh tour (primarily oh spirit sheep,
princes) determined
regu readership oh active sti and s book lecture oh flow a.
G the essence of the oh to concept cheat a body: attitude towards the reader to a to to about the object is brought up ania;
division of books into "true, useful" and "lo zhenye, harmful "; about conversely putting knowledge and
faith, morality; attitude towards reading dk ont role activities.
To he is with erva tivno-protective to the concept of everything Yes, present in Russian ohm
general essentially m conscious on Ray silt new then lchok to development in s mid 19th century At this from perio d
she was powerful supported a to he is with erva active thinkers. With the names of K.N. Leontiev,
K.P. Pobe dono stseva and other sv yazany art ideas l irov research institutes of Russia from "rast lazy" in liya
West, oh X about dimo sti "freeze" temper venous soil at R about ssi, against about active be
naro bottom of images ania as “promoting rotation." Education, reading before false
was to serve peace b lago-intentionally you, preda no sti monarchy, sleep
pa t riotise ma and religious morality sti. Christian about e in appreciated higher than
knowledge. To onserva tori active in interfered with the content of the reading. Framed ah Scientist
to People's Committee about pro light was formed by the Special department, to about who was engaged
official hands vodst vom reading through before stato ch hard to ed control Telsk oh,
books oras simple ranitelsk about y, bib whether about those chnoy, shk solo activity sti.
T a kim way m, to n serv at willow-ocher nit e linen to onts cheat option and those la was sent and on
co temple opinion of the people bottom consciousness into spirit e right glorious valuable stey, on the pre perversion
naro bottom of disobedience.
Modern Research ately, seeing a certain positivity special moment oh theory in desire
general stabilization stva, in strengthening the people bottom of morality tea in general her
futile is both due to inconsistency with social dynamics, and due to oh what
the principle itself conservation is contrary to lodges en constantly changing flowing, fast mouth current
Theore tic and legislative flax e basics biblio those full service
Melentyeva Yu.P.
Answer to the opponent
Courtesy of Yu.N. Stolyarov of the text of his article on the criticism of the “Code of Ethics of the Russian Librarian”, before its publication, allows me, as one of the main developers of this document, to quickly respond to the comments and considerations made.
Having overcome the temptation to object to Yu.N. Stolyarov in his own style - the style of " furious Vissarion”, using such expressions as “newly-minted theorists”, “uncritical imposition of Western ideological stereotypes”, “the code is a fun toy for library bureaucrats”, etc., leaving behind the blazing pathos of the article, angry appeals to the reader and other traditional for the century before last, the techniques of rhetoric, I would like to answer on the merits.
All claims by Yu.N. Stolyarov to the "Code ..." are reduced, in fact, to the following.
Firstly, he doubts that such a “peaceful specialty” as librarianship needs an ethical code, believing that such a code is needed only for specialists “working in extreme conditions”.
Secondly, he believes that the Russian (Russian) librarian, by virtue of his mentality, unlike his Western colleagues, does not need an ethical code, and the development of the “Code of the Russian Librarian” is just a tribute to fashion - a simple imitation of Western models undertaken by the developers of the “Code… "only to" earn the praise of someone, somewhere abroad" (as they used to write - "foreign masters"? - Yu.M.).
Thirdly, Yu.N. Stolyarov does not accept the main provisions of the "Code of Ethics of the Russian Librarian" because he is categorically against the "invented principle of freedom of information", which the "Code ..." asserts.
Well, I'll try to answer.
1. Professional ethics as a scientific field has developed as a result of understanding the relationship of professionals in any field of activity with society as a whole. The result of this comprehension is the code of professional ethics - in essence, there is an agreement between society and the professional community. Such an agreement allows protecting the values of the profession from the impact of not always fair public opinion, on the one hand, and on the other hand, it allows protecting society from the so-called professional criticism, i.e. professionally limited thinking.
The development of problems of professional ethics is an indicator of a high level of professional consciousness, an indicator of the development of the profession, as well as an indicator of the free development of the profession in society.
Recently, due to the change in the ideological and moral climate in our country, in many professional areas, there has been a need to develop professional codes. So, during the 1990s. the “Code of Professional Ethics of a Russian Journalist” was developed and adopted (with the most important provision, which, of course, could not have existed before: “carrying out his professional activities, a journalist observes the laws of his country, but rejects interference in his activities by the government or anyone else”) , "Communicator's Code of Ethics", "Russian Businessmen's Code of Honor", etc.
Obviously, these professions cannot be classified as extreme. And even the profession of a journalist cannot be recognized as such, since only a small part of the total number of professionals work in “hot spots”. However, all these professions have something in common. They are united, first of all, by the fact that in the professional consciousness of the servants of these professional areas there is a differentiation of the values of civil society and the state, an understanding that the qualified performance of professional duties for the benefit of society is often impossible to reconcile with the values of the state. In these cases, priority is given to the values of civil society, as is customary in democratic countries, to which Russia now considers itself, in contrast to countries with a totalitarian regime.
It is noteworthy that in such seemingly well-established professional fields with a centuries-old code of ethics, such as medicine in last years discussions on medical ethics resumed (for example, on the permissibility of abortion, autanasia, etc.). This is happening not only because of the changed socio-economic and technological conditions, but also because of a change in attitudes towards individual freedom. In general, interest in ethical problems has grown noticeably in recent years; new sciences are rapidly developing - bioethics, ecoethics, etc.
The question of whether the library professional community in Russia needs a code of ethics in the new conditions of its development was the first one that had to be answered by specialists - members of one of the first public unions of library workers in the country - the Moscow Library Association (MBA).
In vain Yu.N. Stolyarov believes that the answer to this question was looking for "new theorists". The search for the concept of a professional code of ethics for a librarian was led by well-known people who not only have academic titles and degrees, but also real authority among colleagues. This is T.E. Korobkina - the first president of the IBA; M.Ya. Dvorkin, whose works on the problems of information accessibility, the mission of libraries in society, etc. are studied by students of library universities; G.P. Diyanskaya, whose work on library services for blind users is well known; S.A. Ezova, who has been dealing with the relationship between the librarian and the user for more than two decades; O.L. Zucchini is one of the first domestic certified library psychologists; G.A. Altukhov, whose articles first drew the attention of the general public to the problem of the ethics of library services; L.M. Stepachev is the leading bibliographer of VGBIL, who analyzed the process of formation of a professional code of ethics for librarians in the USA and other countries.
I dare to hope that the author of these lines, who has been working in the industry for more than 30 years, did not look like an “outside person” as the head of this research group. Such well-known people in the library world as Yu.A. Grikhanov, E.R. Sukiasyan and many others.
The complexity of the problem also required the involvement of experts: Yu.A. Schrader is the most famous modern philosopher, the author of numerous books on ethics, and E.A. Yablokova is a prominent specialist in the problems of professional psychology and professional ethics.
As a result of studying the problem, it was concluded that the library profession, having freed itself from the ideological oppression that impeded the normal development of professional consciousness, should determine its true professional values and ethical norms for the relationship of a librarian with the state, society, user (reader), as well as colleagues.
However, all this is known and has long been published. From 1993, when the idea of creating the “Code…” appeared, and until its adoption by the session of the Russian Library Association (1999), dozens of discussions, seminars, round tables, etc. were held. Their materials were widely published in the professional press, in the RBA Bulletin, as well as on the RBA website.
The author of these lines has at home more than a dozen letters "from the field", from various libraries, from various people with proposals for the "Code ...". Not a single critic, even the most negatively inclined towards the proposed version of the document, doubted its fundamental necessity for the further development of the profession.
The interest and need for the “Code…” is especially great on the periphery, where the librarian is forced to defend his professional values and professional dignity especially staunchly (however, just like a journalist, businessman, etc.) from the encroachment of the authorities on the use of library resources in their purposes.
The real need for the "Code ..." is also confirmed by the extensive lists of those who signed up for its discussion at the "round table" of the RBA in St. Petersburg (1998), Tver (2000), Saratov (2001), as well as those that even before the release of the "Code ..." in the form of a poster (circulation of 3 thousand) in 2001, some local library societies, such as Novosibirsk, published the "Code ..." on their own and distributed it in their regions. So in vain Yu.N. Stolyarov offends the Russian librarian, thinking that he, like Krylov's cat Vaska, "listens and eats", indifferent to everything in the world. On the contrary, in contrast to the “Law on Librarianship”, which is of an official nature, the “Code ...” is perceived by librarians very vividly, with obvious personal interest, and the reproach of Yu.N. Stolyarov that the "Code ..." is not in demand by a professional society - it is not fair.
2. For some reason, appealing to K. Marx (I think not the greatest authority on this issue), Yu.N. Stolyarov claims that the mentality of a Russian person (in his opinion, “more scientific, or better to say, fair, than Western.” – ?? – Yu.M.) does not need laws at all, including the "Code ...". " After all, Sobolshchikov and Stasov, Fedorov and Rubakin did without a code of ethics he exclaims. Well, what can I say? You never know what a Russian person had to do without!
Seriously speaking, it is not correct to put the question in this way. First, in the aforementioned Yu.N. Stolyarov, the level of development of the profession and professional self-awareness was completely different, and secondly, there was no balance of power between the state and civil society as it is today, and therefore there was no such need to defend professional values. Finally, both Rubakin and Fedorov, undoubtedly, adhered to certain ethical standards when serving readers, which existed, albeit in an implicit form, in various “Rules”, “Regulations”, etc.
It should also be noted that although the concept Russian mentality is used quite actively (by the way, there is no consensus in science about this phenomenon), the concepts Russian mentality, which is used as a synonym by Yu.N. Stolyarov does not exist. And finally, even if we agree with Yu.N. Stolyarov that Russian mentality interferes with the adoption of the "Code ...", then, in fact, not only representatives of Russian nationality work in Russian libraries.
It is quite obvious that today, despite the peculiarities of its development, Russia is actively entering the world community, vividly perceives international standards in various areas of life (such as, for example, human rights, security environment, education, health, crime and terrorism). In reality, these procedures are at the level of convergence of professionals, including the convergence of their professional consciousness. This determines the well-known similarity (which seems unacceptable to my opponent) of professional codes of ethics adopted in different countries. This fully applies to the "Russian Librarian's Code of Ethics", the development of which, of course, was preceded by a deep study of similar documents in force in other countries (USA, England, France, Slovakia, etc.).
Not a single profession today can develop in a space limited by national (state) frameworks. Although in our history there have been attempts to create a "Soviet biology", "red librarian", etc., it is known what caused this and what it led to.
And only the deformation of professional consciousness under the influence of political factors that forced the librarian to define his role as ideological, “protective”, regardless of the essential functions of the library, can explain what exists so far " our librarian, which does not accept the role of a passive performer of any whims of the reader”, as Yu.N. Stolyarov.
Disrespect for the individual, the desire to bring it under a “common denominator”, the desire to limit, regulate its freedom, including intellectual, informational, the perception of a person’s personal, everyday needs as “whims”, common in society as a whole, was, of course, typical and for a number of people who work in the library and see the purpose of their work in the "formation of the reader." Fortunately, today there are few such specialists left, especially among practitioners who clearly understand that the modern reader appreciates in the library, first of all, the breadth and accessibility of information. In this regard, I have to state with sadness that my opponent has not moved away from the position of defending the ideological function of the library, which is very far from the needs of modern library reality.
It seems that Yu.N. Stolyarov is disingenuous (he must understand this) when, giving a dictionary definition of ideology as “a system of political, legal, religious and moral views…”, he speaks of his fearlessness in front of this “bogey”, which frightens the library specialist of the “democratic formation”. The thing is, Yu.N. Stolyarov, of course, knows that our libraries were forced to support for a long time only one, "the only correct ideology". This is what I would not want to go back to. It is not true that “the library has nowhere to hide from ideology,” as Yu.N. Stolyarov. This is book always carries some specific ideology as a system of views, free library- a collection of books - can and should enable the reader to know them all! However, the defense of the ideological function of Yu.N. Stolyarov is quite logical, given that he is categorically against the "invented principle of freedom of information."
3. We would not like to simplify the problem of freedom of access to information. Of course, the developers of the "Code ..." understood no worse than Yu.N. Stolyarov that freedom of access to information is not only a blessing, that it also implies access to “negative”, “bad”, “undesirable” information. Hundreds of publications are devoted to this contradiction, an attempt to resolve it, including in the conditions of the library. And here, it seems to me, it remains to say, paraphrasing the well-known expression - freedom of information is a terrible thing, but nothing better has yet been invented.
Put between a powerful element of information that has swept over the whole society today, and its consumer is the library, like a barrier, like a filter, for whatever good purposes this may be done, not only technically, but also unprofessionally. This would mean turning the user away from the library, forcing them to bypass it. (This, by the way, was understood long ago by librarians in Western countries, who faced various aspects of the problem of freedom of information much earlier than their Russian counterparts.) For a library, this would be suicidal. The library as a social institution would, in fact, be excluded from the information process. In any case, it is wrong to place a problem that cannot be solved at the global level on the “shoulders” of the library.
It seems that it is more reasonable not to deny and prohibit freedom of information in a library, but to promote the development of the user's information culture, which includes not only technological, but also humanitarian, in particular ethical aspects. This is exactly how many librarians see their task, accepting the “Code…” with satisfaction.
It is characteristic, however, that Yu.N. Stolyarov, who does not accept the "Code of Ethics ...", sees the need to create ethics council where ethical conflicts would be dealt with.
I will say right away that there was such a proposal, but the developers of the "Code ..." considered it unacceptable, although some countries, such as the UK, have a similar council as part of the national library association.
Yu.A. Schrader, in his letter to me, wrote about this: “... the sad experience of our country, the creation of “troikas”, “personal affairs”, etc., the general low moral level of society make one very afraid that such an organ can do more harm, than good. The meaning of the "Code ..." is not to condemn someone in particular, but to gradually influence the general ethical situation in the profession, We must know, what we break. The guarantee of ethical standards is only in our desire to comply with them.” Great said!
In no case do you want to be understood in the sense that the text of the "Code ..." is flawless and does not need to be corrected. In all discussions, in the articles of the author of these lines about the "Code ...", it is emphasized that this open a document that needs to be revised, corrected, clarified, etc., as it has been done, for example, in the USA for more than a hundred years.
Comments are already being collected and analyzed, which will help improve this document over time. For example, it is obvious that it is worth introducing into the "Code ..." a provision that the librarian is responsible for the fund entrusted to him(and then, perhaps, Yu.N. Stolyarov will not have to talk about the need to include in the "Code ..." the concept professional integrity as a librarian-specific quality, or to require that a provision be introduced that a bibliophile should not be hired by a library).
Many professionals have joined the discussion of the “Code…”. Responses come to the address of the author of these lines, to the editorial offices of professional journals, etc. Active participation in this process Yu.N. Stolyarov, who did a lot for libraries in the past, and now is more keen on documentary and literary problems (and no one, it seems, called him a “new-born Pushkinist”), of course, positively. I only wish that this criticism did not come from the positions of the day before yesterday.
Professional values of a librarian as the basis of his professional ethics. Seminar. May 14–16, 1996. Abstract. report M., RAGS, 1996.