A TEACHER-LIBRARIAN AS A SUBJECT OF THE EDUCATIONAL PROCESS IN A MODERN SCHOOL: THE SPECIFICS OF PROFESSIONAL ACTIVITY
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Author(s): | Rudnik V. V., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article is devoted to the analysis of the professional activity of a teacher-librarian as a subject of the educational process in the context of the transformation of a modern school library. The relevance of the study is due to the contradiction between the normatively established and actually expanding opportunities for the professional activity of a teacher-librarian, on the one hand, and the insufficient theoretical development of his subject position in the educational process, on the other hand, which is exacerbated by the digitalization of education and the introduction of artificial intelligence technologies. The purpose of the work was to systematize the key areas of professional activity of a teacher-librarian and to characterize the specifics of his integrative activity, which combines library and information and pedagogical functions. The study is of a theoretical nature and is based on the analysis of regulatory legal documents, scientific and methodological literature on the problems of school library science and library pedagogy, as well as on the comparative method of comparing the traditional and modern models of activity of a specialist of a school library. The work was carried out in two stages: an analysis of changes in the status of a teacher-librarian from 2011 to the present based on the professional standard “Specialist in the Field of Education” and a subsequent description of the identified areas of activity. As a result, eight key areas were systematized: library and information, pedagogical (educational and upbringing), innovative and technological, cultural and educational, consulting and methodological, professional development, interaction with partners, and organizational and managerial. It has been shown that a teacher-librarian is officially part of the school’s teaching staff and pedagogical council, which establishes their status as a full-fledged participant in educational relations, on an equal footing with teachers. The scientific novelty of the study lies in substantiating the integrative content of a teacher-librarian’s professional activity, which combines library and information and pedagogical competencies. The practical significance of the study lies in the possibility of using its results in the development of job descriptions and advanced training programs for teacher-librarians. | ||
| Keywords: | teacher-librarian, modern school, school library, professional activity, subject of the educational process, digital transformation of education, information culture, generative artificial intelligence, job descriptions, advanced training programs for teacher-librarians |
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| For citation: | Rudnik V. V. A teacher-librarian as a subject of the educational process in a modern school: the specifics of professional activity. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):574—579. DOI: 10.25683/ VOLBI.2026.76.1710. |
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