PEDAGOŠKI PRISTUPI ODRŽIVOM RAZVOJU U ŠKOLSKIM BIBLIOTEKAMA
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Cilj je rada analizirati neke od aspekata održivog razvoja u hrvatskim školskim bibliotekama unutar tri delatne grupe (neposredna vaspitno-obrazovna delatnost, stručna bibliotekarska delatnost, te kulturna i javna delatnost) u svrhu unapređenja saznanja o školskom bibliotekarstvu. Novi izazovi koje je donela digitalna zrelost školskih ustanova (osnovne i srednje škole, učenički domovi) te novi Globalni ciljevi održivog razvoja 2030. uticali su na promenu poslovanja rada školskog bibliotekara, a ono se temelji na uključivosti, vizuelnom identitetu i održivosti škola/učeničkih domova unutar i van postojećih okvira delovanja. Na pozitivne i negativne efekte poslovanja školskih biblioteka uticala je i pandemija Covid-19. Istraživanje je kvantitativno, metoda je online anketni upitnik, a podaci su statistički obrađeni u Statističkom paketu za društvene nauke - SPSS. Dobijenim rezultatima uočava se da veliki deo stručnih saradnika - bibliotekara nije osnažen za nove profesionalne veštine održivog razvoja, da sarađuju sa kolegama iz škole po pitanju sprovođenja aktivnosti o održivom razvoju, da štampana građa o ekološki prihvatljivom poslovanju i održivom razvoju prednjači u odnosu na elektronsku i digitalnu, da manji dio bibliotekara radi na projektima i dr.
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Beutelspacher, L. & Meschede, C. (2020). Libraries as promoters of environmental sustainability: Collections, tools and events. International Federation of Library Associations and Institutions, 46(4), 347–35. https://doi.org/10.1177/0340035220912513
Derlukiewicz, N., Mempel-Śnieżyk, A., Mankowska, D., Dyjakon, A., Stanislaw, M. & Pilawka, T. (2020). How do Clusters Foster Sustainable Development? An Analysis of EU Policies, Sustainability, 12(4),1297. https://doi.org/10.3390/su12041297
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Kraljević, I. & Afrić Rakitovac, K. (2021). Promicanje ekološke osviještenosti projektom „Zelena knjižnica“ Društva bibliotekara Istre« [Promoting Environmental Awareness with the Project “Green Library” of the Association of Librarians of Istria”]. Vjesnik bibliotekara Hrvatske, 64(2), 399–423.
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Slijepčević, S. i Zuković, S. (2022). Kompetencije pedagoga za aktivnosti profesionalnog zagovaranja/zastupanja [Competencies of a Pedagogue for Professional Advocacy]. Zbornik Odseka za pedagogiju, 31, 1-14.https://doi.org/10.19090/zop.2022.31.9-22
Standard za školske knjižnice. [School library Standard.] (2023, 25 May). Official Gazette. 17/19; 98/19. https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/OpremanjeSkola/Standard-za-knjiznice/Standard-za-skolske-knjiznice.pdf
Standard za školske knjižnice. [School library Standard.] (2023, 25 Maj). Official Gazette. 34/2000-698. https://narodne-novine.nn.hr/clanci/sluzbeni/2000_03_34_698.html
Sustainable Development Commission. (2023, 5. April). What is sustainable development. https://www.sd-commission.org.uk/pages/what-is-sustainable-development.html
Tokić-Zec, R., & Mlinarević, V. (2023). Profesionalni identitet i vrijednosti učitelja u kulturi škole [The Professional Identity and Values of Teachers in School Culture]. Obnovljeni Život: časopis za filozofiju i religijske znanosti, 78(2), 221-230. https://doi.org/10.31337/oz.78.2.6
Úbeda-García, Mercedes; Marco-Lajara, Bartolome; Zaragoza-Sáez, Patrocinio C., Manresa-Marhuenda, E. & Poveda Pareja, E. (2022), Green ambidexterity and environmental performance: The role of green human resources. Corporate Social Responsibility and Environmental Management, 29(1), 32–45. https://doi.org/10.1002/csr.2171
United Nations (UN). (2015, 18 Septembar). Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Vidović, D. (2020). Učeničke zadruge kao rasadnik zadrugarstva? Refleksije zadružnih načela u Hrvatskoj [Student Cooperatives as Cooperatives’ Nurseries? Reflections on Cooperative Principles of Student Cooperatives in Croatia]. Socijalna Ekologija Zagreb, 29(3), 389-416. https://doi.org/10.17234/SocEkol.29.3.3
Begičević Ređep, N., Balaban, I., Klačmer Čalopa, M. i Žugec, B. (2018). Okvir za digitalnu zrelost osnovnih i srednjih škola u Republici Hrvatskoj s pripadajućim instrumentom [The Framework for Digital Maturity of Primary and Secondary Schools in the Republic of Croatia with the Associated Instrument]. Hrvatska akademska i istraživačka mreža – CARNET.
Bianchi, G., Pisiotis, U., Cabrera, M. (2022). GreenComp The European Sustainability Competence Framework. Publication office of the European Union.
Beutelspacher, L. & Meschede, C. (2020). Libraries as promoters of environmental sustainability: Collections, tools and events. International Federation of Library Associations and Institutions, 46(4), 347–35. https://doi.org/10.1177/0340035220912513
Derlukiewicz, N., Mempel-Śnieżyk, A., Mankowska, D., Dyjakon, A., Stanislaw, M. & Pilawka, T. (2020). How do Clusters Foster Sustainable Development? An Analysis of EU Policies, Sustainability, 12(4),1297. https://doi.org/10.3390/su12041297
Croatian Bureau of Statistic. (2022, 15 Novembar). Primary school, end of school year 2020/2021 and the beginning of the 2021/2022 school year https://podaci.dzs.hr/2022/hr/29006
EBLIDA. (2020, 15 Novembar). Sustainable Development Goals and Libraries: First European Report. http://www.eblida.org/Documents/EBLIDA-Report-SDGs-and-their-implementation-in-European-libraries.pdf
European Union. (2022, 15 Novembar). Funding, grants and subsidies from the European Union. https://european-union.europa.eu/live-work-study/funding-grants-subsidies_hr
Horvat, A. (2007). Važnost profesionalne etike [The Importance of Professional Ethics]. In I. Marinković-Zenić (Eds.), Profesionalna etika knjižničara i društvene etičke norme: 6. okrugli stol o slobodnom pristupu informacijama (pp. 5-10). Hrvatsko knjižničarsko društvo.
International Federation of Library Associations and Institutions (IFLA). (2002, 20 Novembar). Statement on Libraries and Sustainable Development. https://www.ifla.org/publi cations/statement-on-libraries-and-sustainable-develop ment
IFLA/UNESCO. (1999). School Library Manifesto. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/school-library-manifesto-hr.pdf
Kraljević, I. & Afrić Rakitovac, K. (2021). Promicanje ekološke osviještenosti projektom „Zelena knjižnica“ Društva bibliotekara Istre« [Promoting Environmental Awareness with the Project “Green Library” of the Association of Librarians of Istria”]. Vjesnik bibliotekara Hrvatske, 64(2), 399–423.
Lukačić, P. (2018). ENSULIB - Međunarodna grupa unutar IFLA-e koja se bavi održivim razvojem i knjižnicama [International group within IFLA that addresses the issues of sustainable development and libraries]. Svezak: časopis Društva knjižničara Bilogore, Podravine i Kalničkog prigorja, 20, 11-13.
Ministry of Science and Education of the Republic of Croatia (2022, 10 Decembar). Secondary schools. [Ministarstvo znanosti i obrazovanja Republike Hrvatske. Srednje škole.] http://mzos.hr/dbApp/pregled.aspx?appName=SS
Ministry of Science and Education of the Republic of Croatia (2021). Models and recommendations for working in conditions related to the COVID-19disease. [Ministarstvo znanosti i obrazovanja Republike Hrvatske. (2021). Modeli i preporuke za rad u uvjetima povezanima s bolesti COVID-19.] https://mzo.gov.hr/UserDocsImages/dokumenti/Modeli%20i%20preporuke%20za%20provedbu%20nastave%20u%202021-2022%20(1)_31%208.pdf
Ministry of Science and Education of the Republic of Croatia (2019). Decision on adoption of the curriculum for the cross-curricular theme Sustainable Development for primary and secondary schools in the Republic of Croatia. Official Gazette, 7. https://narodnenovine.nn.hr/clanci/sluzbeni/2019_01_7_152.html
Peattie, K. (1995). Environmental Marketing Management: Meeting the Green Challenge. Pitman.
Sahavirta, H. (2019). Set the Wheels in Motion – Clarifying “green library as a Goal for Action. IFLA WLIC: Libraries: dialogue for change, Session 166 - Libraries and Sustainability: Examples, Supporters, Educators - IFLA & Environment, Sustainability and Libraries Special Interest Group (ENSULIB). Greece. 1-8. http://library.ifla.org/2568/1/166-sahavirta-en.pdf.
Slijepčević, S. i Zuković, S. (2022). Kompetencije pedagoga za aktivnosti profesionalnog zagovaranja/zastupanja [Competencies of a Pedagogue for Professional Advocacy]. Zbornik Odseka za pedagogiju, 31, 1-14.https://doi.org/10.19090/zop.2022.31.9-22
Standard za školske knjižnice. [School library Standard.] (2023, 25 May). Official Gazette. 17/19; 98/19. https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/OpremanjeSkola/Standard-za-knjiznice/Standard-za-skolske-knjiznice.pdf
Standard za školske knjižnice. [School library Standard.] (2023, 25 Maj). Official Gazette. 34/2000-698. https://narodne-novine.nn.hr/clanci/sluzbeni/2000_03_34_698.html
Sustainable Development Commission. (2023, 5. April). What is sustainable development. https://www.sd-commission.org.uk/pages/what-is-sustainable-development.html
Tokić-Zec, R., & Mlinarević, V. (2023). Profesionalni identitet i vrijednosti učitelja u kulturi škole [The Professional Identity and Values of Teachers in School Culture]. Obnovljeni Život: časopis za filozofiju i religijske znanosti, 78(2), 221-230. https://doi.org/10.31337/oz.78.2.6
Úbeda-García, Mercedes; Marco-Lajara, Bartolome; Zaragoza-Sáez, Patrocinio C., Manresa-Marhuenda, E. & Poveda Pareja, E. (2022), Green ambidexterity and environmental performance: The role of green human resources. Corporate Social Responsibility and Environmental Management, 29(1), 32–45. https://doi.org/10.1002/csr.2171
United Nations (UN). (2015, 18 Septembar). Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Vidović, D. (2020). Učeničke zadruge kao rasadnik zadrugarstva? Refleksije zadružnih načela u Hrvatskoj [Student Cooperatives as Cooperatives’ Nurseries? Reflections on Cooperative Principles of Student Cooperatives in Croatia]. Socijalna Ekologija Zagreb, 29(3), 389-416. https://doi.org/10.17234/SocEkol.29.3.3