Information interaction of libraries with children at risk

The topic relevance is increasing due to the children number rise of homeless, dysfunctional, incomplete, low-income, left without parental care, from families using destructive methods, bringing to congenital disorders of the physical and psychological development, who could falling into unfavorable environment take the path of asocial behavior, disharmonious development and, as a result, getting into the «risk groups».  The article objective is to determine the library involvement in preventing the children at risk neglect through multiformat forms of the work popularizing books and reading for the educational and cultural development of children.  N. V. Stetsenko describes children at risk groups as exposed to biological, psychological, social influences, their tendency to offenses, violence and other types of antisocial behavior. Сhildren at risk include the following categories: gifted children; poorly educated; children with disabilities; children from problem and dysfunc­tional, asocial families; pedagogically neglected children; children from families in need of socio-economic and socio-psychological assistance and support.  Currently, the work of a librarian with children at risk is an urgent problem related to growth of families and minors of the «special attention group», where the library task is to reach the maximum number of children attracted to the library. Difficult children is a complicated category; therefore, library and information workers need to know the characteristics of such children, effective methods and methods of educational and preven­tive work. Сhildren at risk need to adapt to the world around them, broaden their horizons, communicate with their peers, organize leisure activities, express themselves creatively, receive information and services, and satisfy their intellectual needs. The library has the staff, resources and means capable to form a harmoniously developed child personality , including children at risk.  The library is designed to create for readers not only comfortable (it's important), but productive conditions with the point of intellectual growth, for example, the reader’s participation in organizing library activities (storytelling, makerspace, creative workshops, etc.). The modern library helps to reduce the number of «disadvantaged children», heals the social environment, makes it more friendly and safe for a child.  

1. Gnilomedova T. Special children – special care. Bibliopole, 2016, 1, 44–48. (In Russ.).

2. Didkovskaya O. Inserting into adulthood, our special attention. Biblioteka, 2013, 1, 16–17. (In Russ.).

3. Dudnikova E. Learning to meet each other. Bibliopole, 2011, 4, 39–41. (In Russ.).

4. Demidova S. E., Nosyreva M. V., Kryazheva M. F. [et al.] Informatsionnaya ekologiya : ucheb.-metod. posobie [Information ecology : a tutorial]. Moscow, Litera, 2010. 128 р. (In Russ.).

5. Klimenova L. Parents read – children read. Bibliopole, 2015, 4, 2–5. (In Russ.).

6. Maslakova M. V. Forming the general professional competence of a graduate: the place and role of information culture in the university educational process. Innovatsii v obrazovanii, 2017, 4, 115–123. (In Russ.).

7. Oliferenko L. Ya., Shul’ga T. I., Dement’eva I. F. Sotsial’no-pedagogicheskaya podderzhka detei gruppy riska : ucheb. posobie [Social and pedagogical support for children at risk : tutorial]. Moscow, ACADEMIA, 2002. 254 р. (In Russ.).

8. Simanova D. E. The process of social education of children at risk in modern society. Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova, 2014, 7, 206–209. (In Russ.).

9. Soboleva G. How to attract children with a book. Bibliopole, 2014, 4, 24–26. (In Russ.).

10. Stetsenko N. V. Organizatsiya vneuchebnoi deyatel’nosti s det’mi gruppy riska [Organization of extracurricular activities with children at risk]. URL: http://rud.exdat.com/docs/index-683714.html (accessed 24.10.2018). (In Russ.).

11. Shul’ga T., Slot V., Spaniyard Kh. Metodika raboty s det’mi «gruppy riska» : metod. rekomendatsii [Methods of working with children «at risk» : recommendations]. 2nd ed. Moscow, Izd-vo URAO, 2001. 128 р. (In Russ.).

12. Grimaldi V., Perez-Padilla J., Garrido M. А. [et al.] Assessment and decision-making in child protective services: risk situations kept-at-home versus out-of-home care. Child Indicators Research, 2018. URL: https://doi.org/10.1007/s12187-018-9600-1 (accessed 16.11.2018).

13. Luhmann N. Soziologie des Risikos. Berlin, New York, Walter de Gruyter, 1991. 265 р.