Lietuvių vaikų lektūra, 1918-1940 m
LTStudijoje nagrinėjama istoriškai ir aktualiai svarbi bibliotekininkystės bei edukologijos sritis - lietuvių vaikų skaityba 1918-1940 m. Lietuvoje. Ji tiriama kompleksiškai. Aptariama pradžios mokyklų ir kitos vaikų bibliotekos, vaikų literatūra ir jos teorijos dalykai, vaikų skaitymo šaltiniai ir praktika, mokyklos bei šeimos sąveika. Ši knyga savo problematika ir pobūdžiu taip pat susijusi su knygotyra, lektologija, vaikų literatūra.
ENThe main purpose of the monograph is to investigate different aspects of children’s reading in Lithuania during the period of State independence in 1918-1940. The topic is quite unique one in Lithuanian historiography. Both theoretically and historically, a topic is also a complex one. It was and still remains actual and important both for pedagogy and library science. Holistic approach was chosen to look at the children’s reading during the twenty years of independence. It is being investigated from different angles. Historically children’s reading during the period of independence is analyzed in connection with the situation in earlier periods. Comparative analysis was used to show children’s reading in Lithuania in the context of other, mainly neighboring, countries. The book consists of three chapters each covering different aspects of children’s reading: library services, children’s literature and reading itself The network of the primary school libraries, acquisition sources and methods, structure and character of library collections are discussed in the first chapter Libraries and other children's reading institutions. Collections are crucial factor for children’s reading possibilities and during the years of independence these possibilities have widened significantly. In 1930 there were 2 346 primary school libraries with the collection of 323 586 items. In 1940 number of primary school libraries has risen to 2,5 thousand and the collection has grown up to 1 million items.Still, the main part of the collection consisted of fiction books; the lack of nonfiction books for children was obvious. Children and young adults were served not only at school but also at public and organizational libraries. In 1939,72% of readers at state and municipal public libraries were children until the age of 15. Non-governmental organizations and societies played important role in organizing library services for the young as well. Example of Lithuanian child society deserves mentioning as this non-governmental organization alone maintained 14 special reading rooms-libraries for children. The second part of the book focuses on theoretical aspects ofcliildren’s literature and reading. It investigates the very concept of children’s literature and questions of its perception. An attempt is made to define the role and place of fairy tales, fiction, poems, short stories, non-fiction, periodicals and other types and genres of literature in children’s reading. Examples and empirical data given demonstrate what and how Lithuanian children read during the period 1918-1940. Interaction between school, family and child in the context of children reading is examined in the third part of the monograph School-family-child in the reading processes. Theoretical and practical aspects of children’s reading at school and at home are analyzed. Great attention is paid to recommendations for children’s reading choices and influences a child was experiencing. The role of teacher is stressed, as teacher’s figure was crucial in the circumstances of the period - often, the teacher was the only figure in organization and development of children reading. The extent of influence of parents and family in development of children reading is also examined. At that time it was not very common to stress the role of the child’s self in choosing a book, in processes of perception of its content.The influence of adults for choice and reception of book was exaggerated. Famous and outstanding teachers, authors and librarians of the period (Jurgis Ambraška, Vaclovas Biržiška, Bernardas Brazdžionis, Juozas Geniušas, Antanas Giedrius, Pranas Mašiotas, Vincas Ruzgas, Teodoras Šuravinas and others) have described organizational, theoretical, methodical and practical questions of children’s reading in 1918-1940. Their publications were important sources for the monograph. Other sources were archival materials, letters, memoirs, periodicals, and manuscripts. It is expected that the investigation and insights in children’s reading in 1918-1940 can enhance our understanding of this important and complex issue and enforce specialists to tackle contemporary theoretical, methodical and practical problems in the field.
