Wspomaganie rozwoju poznawczej tożsamości czytelników w środowisku biblioteki publicznej

Educational processes are ongoing in different social environments and under different conditions. One of them is public library, which is by completing pedagogical functions, contributes to the development of a process of mutual learning. In this process, readers acquire and improve skills related to gaining knowledge. The most valuable skills, as stated by JS Bruner, needed to gain knowledge that allow them to go beyond the information provided, manifest themselves in readers actions: in search and access to information, obtaining and gathering them, in encoding information in their own mind, in the information processing and knowledge production of them, and the distribution of knowledge and information. The purpose of this article is to present the issues of supporting the development of readers cognitive identity in the public library environment, in terms of philosophical theory of constructivism. It assumes that external reality is a mental construct of those who believe they have discovered it, the discovery made by the discoverer, and which becomes the basis for their beliefs and their actions.