Session Information
12 SES 01, Parallel Paper Session
Paper Session
Contribution
In the context of reading promotion as a societal responsibility, libraries represent the outstanding educational partner for schools and preschools. However, over the years, their responsibilities have changed: where, especially in the last century, they were collectors and providers of print literature designed to facilitate physical access by the general public to educational and entertainment material at low cost through a lending system, today the libraries are increasingly tasked with linking the customer to information that helps the customer solve a problem or identify a specific text (picture, literature, music, film). It is all about transmitting and systematizing information. Communication with the customer has become the central intermediation interface. With that, the library employee’s range of duties has undergone fundamental change: where librarians were guardians of written texts in the Web 2.0 era, today they seen as having communicative responsibilities. The information they are called on to intermediate and process must be understood as meta-knowledge: they are not called upon to tap into the content of books, but instead to offer the strategic knowledge that is needed to find sought-after information. Libraries must “take the user’s perspective,” and not that “of the book” or “of the subject matter.” This has consequences for the education of librarians: pedagogic, didactic and media-communicative competencies come to the fore, new target publics must be developed and lifelong learning, including for disadvantaged population groups, must be supported. Librarians teach reading and information search – they no longer mainly lend out books. Based on current research findings, we will show the extent to which library employees are aware of these new areas of responsibility, how they react to them and what success is had in adapting through training to the changed demands of the job description. Forming the backdrop for this study are Pierre Bourdieu’s capital forms and habitus theory and the question of which forms of capital exist and must be changed if the field – here concretized as education in collaboration with the library – is to be permanently altered. The results also show to what extent the content of the existing, index-based quality ratings of libraries need to be further modified to take account of pedagogic responsibilities.
Method
Expected Outcomes
References
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