Diseño de un módulo básico de biblioteca de aula para instituciones educativas públicas del nivel inicial
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2024-02-29
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Pontificia Universidad Católica del Perú
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El objetivo del presente trabajo de suficiencia profesional es describir los procesos que
se siguieron para el diseño de un módulo de biblioteca de aula dirigido a niños de 3 a
5 años de edad que asisten a instituciones educativas públicas. Para esto fue
necesario conocer los enfoques y principios de la Educación Inicial en el Perú y de
esta manera definir el perfil del público beneficiario. De igual modo, se consideraron
los aspectos educativos vinculados a la iniciación en la lectura en este nivel,
investigaciones relacionadas al desarrollo de colecciones, y las directrices y
lineamientos para bibliotecas escolares propuestos por distintas instituciones como la
International Federation of Library Associations. También, se tomaron en cuenta
experiencias nacionales e internacionales similares que se realizaron durante los años
2014 a 2016. Con esta base teórica, se realizó el proceso para elegir qué tipo de
materiales impresos debían conformar el módulo de biblioteca de aula, cuáles serían
sus características, y qué títulos conformarían este módulo. Luego se describen los
procesos públicos que permitieron materializar este diseño, los cuales fueron la
adquisición o elaboración por el Estado de los títulos, y su distribución. Esta
experiencia me permitió aplicar los aprendizajes recibidos de bibliotecología para
diseñar una colección que favoreciese a los niños y niñas un acercamiento positivo al
mundo escrito, con material impreso diverso, acorde a sus necesidades y atractivo
para ellos. Finalmente, se presentan algunas reflexiones sobre la necesidad de dar
continuidad y periodicidad a la dotación de bibliotecas de aula, tomando como base
este módulo bibliográfico.
The objective of this professional proficiency work is to describe the processes that were followed for the design of a classroom library module aimed at children from 3 to 5 years of age who attend public educational institutions. For this it was necessary to know the approaches and principles of Initial Education in Peru and in this way define the profile of the beneficiary public. Likewise, the educational aspects linked to the initiation into reading at this level, research related to the development of collections, and the guidelines for school libraries proposed by different institutions such as the International Federation of Library Associations were considered. Similar national and international experiences that were carried out during the years 2014 to 2016 were also taken into account. With this theoretical basis, the process was carried out to choose what type of printed materials should make up the classroom library module, what its characteristics would be, and what titles would make up this module. Then the public processes that allowed this design to materialize are described, which were the acquisition or preparation by the State of the titles, and their distribution. This experience allowed me to apply the learning I received in library science to design a collection that favored boys and girls a positive approach to the written world, with diverse printed material, according to their needs and attractive to them. Finally, some reflections are presented on the need to provide continuity and periodicity to the provision of classroom libraries, based on this bibliographic module.
The objective of this professional proficiency work is to describe the processes that were followed for the design of a classroom library module aimed at children from 3 to 5 years of age who attend public educational institutions. For this it was necessary to know the approaches and principles of Initial Education in Peru and in this way define the profile of the beneficiary public. Likewise, the educational aspects linked to the initiation into reading at this level, research related to the development of collections, and the guidelines for school libraries proposed by different institutions such as the International Federation of Library Associations were considered. Similar national and international experiences that were carried out during the years 2014 to 2016 were also taken into account. With this theoretical basis, the process was carried out to choose what type of printed materials should make up the classroom library module, what its characteristics would be, and what titles would make up this module. Then the public processes that allowed this design to materialize are described, which were the acquisition or preparation by the State of the titles, and their distribution. This experience allowed me to apply the learning I received in library science to design a collection that favored boys and girls a positive approach to the written world, with diverse printed material, according to their needs and attractive to them. Finally, some reflections are presented on the need to provide continuity and periodicity to the provision of classroom libraries, based on this bibliographic module.
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Bibliotecas escolares, Habilidades informativas, Promoción de la lectura
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