У учащихся и педагогического коллектива лицея – повышенный интерес к знаниям, поэтому возникает острая потребность в большом объеме информации. Для удовлетворения высоких информационных потребностей в библиотеке с 2000 г. стали внедряться в обслуживание пользователей новые информационные технологии.
На базе библиотеки организованы автоматизированные рабочие места (АРМ) библиотекаря, лицеистов, преподавателей, которые позволяют создавать и использовать электронную библиотеку – медиатеку. Электронная библиотека позволяет использовать цифровые ресурсы, интернет, обеспечивает возможности для самостоятельной работы учащихся и педагогов, их самообразовательной и творческой деятельности.
Цели:
• повышение качества информационного обслуживания;
• расширение информационных услуг;
• доступность информации любых видов и тематики.
Задачи:
• овладение знаниями и умениями пользователя в новых информационных условиях
• ориентация в информационном пространстве.
Особое внимание уделяется развитию творческих способностей лицеистов, а творческий процесс невозможен без ЗУН, которые формируют в свою очередь и библиотечно-библиографические знания.
Обучение проводится в форме уроков на научно-теоретической основе учебно-методического пособия Натальи Ивановны Гендиной, с применением собственных разработок.
Главная задача – развить информационную культуру учащихся, которая позволит им:
• иметь представление об информационных ресурсах библиотек в целом;
• самостоятельно вести поиск различных видов документов с помощью каталогов и картотек, справочных изданий , электронных поисковых средств;
• уметь грамотно формулировать свои информационные запросы;
• уметь правильно записывать сведения о нужном издании, составлять его библиографическое описание, чтобы при необходимости быстро находить нужную книгу, статью, включать ее в список литературы к выполненному сообщению, реферату, докладу.

Формы работы с читателями
Для удовлетворения информационных потребностей читателей библиотека в своей работе применяет направления: индивидуальную и массовую систему обслуживания.
Для реализации целей этих направлений используются различные формы работы .

Индивидуальная работа

Индивидуальная работа с читателями является приоритетной.
Библиотека ведет индивидуальное информирование особо одаренных детей, участников предметных олимпиад разного уровня, и детей, занимающихся научно-исследовательской работой в области экологии, биологии, микробиологии и географии.
Сотрудничая с другими библиотеками города, библиотека лицея предоставляет библиографические тематические списки литературы, персонально для каждого читателя.
Индивидуальное обслуживание педагогов, администрации и сотрудников лицея библиотека осуществляет в системе индивидуального распространения информации (ИРИ) по двум направлениям:
• по картотеке тематических запросов (картотека систематизирована в алфавитно-предметном порядке; названия рубрик картотеки соответствуют наиболее часто спрашиваемым темам).
• по картотеке научно-методической работы учителей лицея индивидуально информирует каждого педагога (материал в картотеке систематизирован по кафедрам, а внутри кафедры – по предметным лабораториям).
К индивидуальной форме работы библиотека лицея относит такую форму обслуживания пользователей, как межбиблиотечный абонемент (МБА), а также консультации.
Индивидуальная работа направлена на удовлетворение информационных потребностей учащихся и педагогов лицея, а также на содействие повышению уровня информационной культуры учащихся и их читательского развития.

Samples of BOOK REVIEW
SATEL¬LITE COMMUNICATIONS. This is one of the oldest specialist publications in the satel¬lite field. The first edition of this comprehensive 280 page paperback came out back in 1982 in the USA. Obviously the author focused on the situation in America, which is not really surpri¬sing since Europe was only carrying out its first satellite tests at the time. Over the years SATEL¬LITE COMMUNICATIONS was not maintained and so degenerated slowly into an ancient text¬book even though much of the calculations for up- and down-link, dish and signal strength always remained valid. Now it has been brought up to date. It is still very American but this does not diminish the technical value of the book since a large proportion of the world’s satellites originate from the USA.
As well as the C-Band, the book covers the Ku band, which is new to the USA. The technology involved in different satellites is not too short, and the same is true of the sections regarding large and motorised dishes. This book is full of quick reference tables for various values like: °K/dB; dBw/dish size, dBm/Watt/Volt. This, already available, paperback is definitely not for the beginner and requires a good grasp of the English language. It belongs on the desk of every internationally-oriented expert.
COMMUNICATION SATELLITES. Larry Blonstein’s Communication Satellites the technology of space communi¬cations» has been one of the best value specia¬list books for many years now. There will never be a new edition because Larry Blonstein died before it was published. In this book the author explains satellite technology in a very easily understood form. At least that is the reader’s early impression, 160 pages further on and the reader has completed a full course on up- and down-link technology, including budget calculation, and the hated Boltzmann constant seems like a close friend. Even though the book is timeless as Blonstein simply covers the basics of satellite com¬munications, it obviously lacks any information regarding the newer technologies of digital audio and video transmission. With this in mind the publishers would be well advised to get an expert to update the book in the spirit of Larry Blonstein. It would be well worth it.

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T.A. The Forms of Processing Information
As it was mentioned earlier there are three forms of con¬densing extended articles and books. All three of these forms of writing require skill in comprehending the originals thoroughly. These forms are; to save time and effort for the reader.
Precis is a short and accurate reproduction of an extended discussion. The precis writer takes into account all the large aspects of the original, chooses the most important and signif¬icant thoughts and puts them down exactly in the words and in the order of the original. If a book is the original one the precis writer should put down the exact title, the correct initials and the correct spelling, of the author’s name, the date of publication, and the edition. If it is a magazine the precis writer states the name of the publication, the volume, number, page, and date.
The summary (annotation) differs from the precis in this: the precis consists of key sentences from the original while the summary is a statement in different words — «the general contents». It is the result of condensing many points, of eliminating many details and of focusing the attention upon the generalization. The summary must be brief and accurate.
The summary is of great help to the engineer.
The book review uses some of the methods of both the precis and the summary. It should give information on the contents of the book.

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Rendering of the text
The subject of this text is the telephone. The author points out that different means of long distance communication were «used for centuries (for example, the light of fires at night, the smoke of fires by day, the sound of drums, etc.). He describes the invention of the electric telegraph by the Russian scientist P.L. Shilling in 1832 and its importance for long distance communication.
The author also explains why a special code was needed to send messages over the telegraph wires.
The next part of the text is devoted to Alexander Bell, the inventor of the telephone. Some facts of his life and his idea of sending musical sounds and words by telephone are discussed. It is pointed out that Bell studied all the lit¬erature on electricity and sound. Then he began his own experiments together with his friend and helper, Watson. It is shown that the first telephone apparatus was tried in 1876.
Further, the author describes the first coast-to-coast telephone line from New York to San Francisco (1915), Alexander Bell’s first transcontinental words over the telephone and their effect.
The text points out that today there is hardly a corner of the civilized world that cannot be reached by telephone, this wonderful means of long distance communication.

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1. What means of communication were used to send messages over long distances long ago?
2. What gave a new beginning to the history of long distance communication?
3. Which was invented first — the telephone or the telegraph?
4. When and where was Alexander G. Bell born?
5. How did Alexander happen to go to America?
6. What was his great dream?
7. Who else took part in Alexander Bell’s work?
8. What were the first words ever spoken over the telephone?
9. Who was the first to speak over the first coast-to-coast line? What did he say?
10. Why did Alexander’s words over the telephone make everybody laugh?
Plan
1. Different means of long distance communica¬tion were used for centuries (for example, the light of fires at night, the smoke of fires by day, the sound of drums, etc.).
2. The invention of the electric telegraph by the Russian scientist P.L. Shilling in 1832. Its importance for long distance communication.
3. Why was a special code needed to send mes¬sages over the telegraph wires?
4. Alexander Bell, the inventor of the telephone:
a) Some facts of his life.
b) Bell’s idea of sending musical sounds and words by telephone.
c) Bell studied all the literature on elec¬tricity and sound. Then he began his own experiments together with his friend and helper, Watson.
d) The first telephone apparatus was tried to 1876.
5. The first coast-to-coast telephone line from New York to San Francisco (1915).
6. Alexander Belt’s first transcontinental words over the telephone and their effect.
7. Today there is hardly a corner of the civil¬ized world that cannot be reached by telephone, this wonderful means of long distance commu¬nication.

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«Mr. Watson, come here. I want you.»
Alexander Bell had invented the telephone. This was in 1876, ten years after the idea was born.
Now everybody wanted to help Bell. He could have as much money as he needed for his work; all the rich companies were interested. Some years later, there were telephones all over the world. Telephone lines became longer and longer; in 1915 the first coast-to-coast line was opened, from New York to San Francisco.
On that day, an important meeting took place in Alexander Bell’s office. Bell sat at his desk in New York; his old friend Watson was waiting to hear his voice in San Francisco, three thousand miles away. Bell had refused to tell anybody what he was going to say in this first transcontinental speech, but everybody was quite sure that he would say something important. But his words were the same as those he had said almost forty years before: «Mr. Watson, come here. I want you.» The words made his listeners laugh, but they laughed even more when Bell told them Watson’s answer: «I’ll be happy to come, but it will take a week.»
Today we can talk across seas and continents: there is hardly a cor¬ner of the civilized world that cannot be reached by telephone. And this wonderful means of communication is the invention of the school-teacher, Alexander Graham Bell, the idea that was the dream of his whole life.

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His idea was to send musical sounds and perhaps words by tele¬graph. «What is speech?» he asked himself. «It is a kind of vibration, a movement of the air: if I can change this vibration into electricity, I can send it over telegraph wires. «He began to study all the literature he could find on electricity and sound. At last, he found a book by the famous scientist Helmholtz, a book that described experiments in sound and electricity. The book was in German, a language that Alexander Bell didn’t know well. He read the book slowly, with the help of dictionaries; when he had finished it, he was ready to begin his own experiments.
Everything was difficult. Bell was a teacher and he knew very little about scientific experiments. There wasn’t enough money for his experiments — often, there wasn’t even enough money for food. But he was full of energy and enthusiasm; he refused to think about his difficulties. He didn’t notice that his clothes were old, that he was hungry. Together with his friend and helper, Watson, he worked day and night.
At last, one day, the friends were ready to try their new appara¬tus. Their telephone was not at all like the one that we use every day. The person who talked into it could not hear; and the person who heard could not talk. Watson sat in the laboratory with his ear to the receiv¬er, while Bell went into his bedroom. Suddenly, Watson heard Bell’s voice. And not only the voice, but the words too!

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From the history of communications: the telephone
We cannot say when the history of communications began. A thou¬sand years ago, men had already learned to send messages over long distances. They used the light of fires at night, and the smoke of fires by day. They used the loud sound of drums to send messages across the great forests of Africa. These means of long distance communica¬tion were used for centuries.
But when men discovered that they could use electricity to send messages, long distance communication changed. We may say that this long history had a new beginning with the invention of the elec¬tric telegraph by the Russian scientist P.L. Shilling in 1832. This achievement meant that people could send messages over any distance without any limits.
The new means of communication, the telegraph, could not carry voices; a special code was needed to send words over the telegraph wires.
The story of the important step from the telegraph to the telephone is connected with the name of Alexander Graham Bell, the man who invented the telephone. He was born in Edinburgh, Scotland, in 1817. His father was a teacher, who had become famous as the inventor of a way to teach deaf people to pronounce words that they could not hear. Alexander studied how to improve his father’s method when he was very young, not yet twenty. But he did not work very long: he fell seriously ill. A London doctor who examined him soon found what the matter was. It was the beginning of tuberculosis, a terrible illness in those days.
Alexander’s parents decided that only a better climate could save him, and they took him abroad to Canada. There he rested for a whole year, and at the end of that time, he felt well again. Now he could return to his work as a teacher of deaf children. There was a well-known «School for the Deaf» in Boston, U.S.A., and he went there. The school principal had heard about the fine work that Alexander’s father had done in England, and he gave the young man work as a teacher. Two days later, Alexander Bell stood in front of his class of deaf children. The work was not easy; he had to teach the children to pronounce words that they could not hear. Alexander loved the chil¬dren and he wanted to do everything possible to help them. He was busy all day and often in the evening too. But he found time to think and to dream, especially about one great idea, an idea that he had had in his mind since he was nineteen years old.