IMPORTANCE OF THE CHILDREN'S BIBLIOGRAPHIC COLLECTION IN SCHOOL LIBRARIES FOR FIRST CYCLE STUDENTS IN COSTA RICA

Abstract

This article analyzes the importance of children's bibliographic collections in school libraries and their contribution to the academic training of primary school students. Based on IFLA/UNESCO frameworks and authors such as Ameijeiras (2009) and Gómez (2002), the school library is conceived as a resource center for reading, information, and learning, integrated into the curriculum and oriented toward equity. A qualitative approach is adopted with interviews and a questionnaire with library science professionals in Heredia, and a documentary review. The findings indicate: (1) a predominance of female staff with university education (mostly bachelor's degrees) and ≥2 years of experience; (2) infrastructure gaps (50% report inadequate spaces); (3) acquisition by purchase/donation and incomplete coverage of collection development policies (63%); (4) collections with reference material and literature, but limited presence of recreational material, key for emergent reading; (5) The adequacy of the resources for the first cycle was rated as "fairly so" by 63%, highlighting the need for updating and greater curricular and age alignment. The selection is guided by MEP lists, curricular relevance, institutional values, and feedback from teachers and students. Reading preferences focus on narrative (short stories, young adult novels, fables), high-appeal subgenres (fantasy, science fiction, horror, romance, suspense, graphic novels), and informative science texts; popular franchises boost motivation. Methodologically, reading clubs and recreational mediations (storytelling, puppets) stand out, although gaps in coordination with Spanish and risks of extrinsic motivation persist. It is concluded that strengthening infrastructure, PDC, recreational materials, and early mediation are crucial to improving comprehension, reading habits, and learning outcomes.