Soviet Library Policy on the Organization of Interaction between Science and Society in the 1920s–1930s

The purpose of the article is a critical analysis of the historical experience of forming the educational Soviet state library policy in the 1920s and 1930s and determination of the possibilities of its modern use. It is shown that the basis of this policy were the views of the domestic revolutionary democrats on science and its popularization, as well as V. I. Lenin’s ideas about the political education of the working class and the development of its political consciousness. It is noted that the library educational policy began to be formed within the framework of the educational concept of librarianship as a form of extracurricular education and political propaganda in the late XIX – early XX century, however, the political and organizational conditions for its implementation developed only in Soviet times. The main motive for the formation of the Soviet educational policy was the need to prepare workers and peasants for participation in public administration throughout the power vertical, the fight against the church, as well as improving workers and peasants’ technical and agricultural literacy. Propaganda became the main form of interaction as the most concentrated expression of political, scientific and technical education. These political and pedagogical principles are disclosed and conclusions are drawn about the prospects of using the experience of those years when forming modern library policy on the organization of interaction between science and society. The main achievements and shortcomings are analyzed. The experience of the 1920s and 1930s shows that such policy will become successful if keeping to the following conditions: 1) the library policy in this direction being an integral part of the national educational and scientific policy; 2) the organized management of educational and scientific reading; 3) library impact should have an active character; 4) principles of modern educational library policy are modernized taking into account the achievements of pedagogical science in the field of enlightenment, sociology of reading, information culture and popularization of science.

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