The Bridge THE BRIDGE-HELPFUL READING LITERACY STRATEGIES | Page 42

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