The article considers the problem of improving the state of self-educational activity of primary school students in terms of limiting the lessons of the organization of the study of school subjects. The purpose of the article is to substantiate a holistic approach to educating students in the need for self-educational activities with a book while studying certain topics and sections of school subjects. Types of independent work of students with a book are analyzed on the basis of the number of textbooks (single and multi-textbooks), the results of their written processing (plan, thesis, citations, notes, synopsis, review, annotation, abstract). The advanced character of extracurricular work with the book in relation to studying of subjects at lessons is offered. The peculiarities of the formation of students’ ability to find and process books on educational subjects are revealed: methods of preliminary acquaintance with the text, rules of reading the book, regularities of memorizing its content. Means of determining the depth and stability of the expression of students’ needs in self-educational activities with a book (observation of students’ learning activities, conversations with them, parents and teachers, analysis of students’ library forms) are identified. The levels of cognitive self-educational activity of students with a book and the norms of time for their performance by students are analyzed: reproductive, reconstructive-variable, heuristic and creative (search) independent works. The method of expert assessments established the time spent on self-educational types of work with a book of different levels of cognitive independence of students. Observations of students ‘independent work with the book, questionnaires, self-photographs and timing helped to determine the actual cost of students’ time to complete educational tasks from literary sources. Experimentally established average norms of time spent by students on various types of self-educational activities with a book: reading basic and additional literature, notes, the use of literary sources to perform creative tasks.

At the end of the article, a retrospective analysis of the educational and educational activities of public libraries of Ukraine in the 1990s of the 20th century was carried out against the background of problems and values, development and priorities of the society at that time. Changes in library legislation, types and types of libraries, content and structure of their activities, processes of creation of a number of national libraries, development in the last decade of the 20th century were studied. modern library system of Ukraine, initiation of active formation of electronic libraries and resources. As part of the contemporary reform of the country's socio-political life, the peculiarities of stimulating readers' interest in national culture and socio-political life, the initiation of publication of textbooks and study guides on librarianship, the integration of traditional library technologies with the creation of new information models of social development, the use of Internet technologies in librarianship. An analysis of the main directions of research into the history of librarianship and libraries in the context of the socio-cultural development of Ukraine in the 20th century was carried out, including the study of the history of public libraries of various cultural centers, societies, and educational institutions. Among the forms of organization of educational and educational activities of public libraries at the turn of the 2000y., the following are highlighted: art exhibitions, literary salons, book presentations, readers' conferences. The methods of educational and educational activities of public libraries in the 1990s include: library debates, use of library posters, reading aloud, literary quizzes, role-playing and intellectual games, trials with elements of theatralization of literary works, book discussions, family reading, etc. It is proved that in the development of educational and educational activities of public libraries of Ukraine at the end of the 20th century, the main characteristics were, on the one hand, a fundamental transformational restructuring of library work based on the revival of national ideas of enlightenment and education in independent Ukraine, and, on the other hand, stagnation of library work in this historical a period caused by the economic crisis in the country, rising prices and inflation.