Before the Second World War The early development of school libraries primarily involved specialized collections intended for educators. In contrast, students occasionally had access to classroom libraries, which offered classic literature. In 1862, a ministerial order and a circular letter mandated the establishment of a library in each public elementary school, outlining the operational guidelines for these libraries. Despite this initiative, many libraries faced challenges such as insufficient resources, inadequate facilities, and a shortage of qualified personnel, leading to a decline in their operation in the early 20th century. Despite the comprehensive educational reform efforts of 1946-47, the Langevin-Wallon plan was not fully realized. However, its lasting influence on education, particularly its focus on developing individuals as "the man, the worker, the citizen", continues to inspire educational practices. The idea of "new education" contributed to the establishment of "central libraries" in secondary schools. This initiative aimed to achieve two main goals: to consolidate various facilities and to promote student-led activities and clubs, representing a progressive change in educational methodologies. In 1952, a circular outlining the role of documentation in secondary education marked a significant development in the integration of documentation as a pedagogical tool for student work. This initiative was bolstered by the establishment of the CNDP (), now referred to as the
Réseau Canopé. The CNDP was designed as a collaborative space for teachers, featuring a documentation resource center and audiovisual materials.
1958 - 1975 In 1958, Marcel Sire, the principal of Lycée Janson-de-Sailly, initiated the establishment of the first Local Educational Documentation Center (LEDC). By 1962, these centers were rebranded as Documentation Services (DS) following the circular titled "General instruction concerning the documentation service of educational establishments." In 1966, the designation changed again to Documentation and Information Services (DIS) under the leadership of Marcel Sire, who had become the General Inspector of School Life. This transition was driven by the implementation of circular n°66-43, entitled "Organization of documentation services and school libraries for the start of the 1966 school year," which aimed to enhance the centers' focus on providing services to both teachers and students. This circular signified an intention to establish CDIs as the "heart" of educational institutions. Marcel Sire is often cited for his statement that "the school is a documentation center with something around it, just as a living being of superior rank is something around a heart." This transformation marked a shift in the role of CDIs from simply providing services to embracing a more comprehensive educational function. During this period, the staff from the previously separate "general libraries" (intended for educators) and "central" libraries (designed for students) were consolidated under a unified designation. The former "documentalists" and "librarians" were reclassified as "documentalist-librarians." Additionally, the previously distinct associations merged to form the FNEDCA (Federation of National Education Documentalist-Librarian Associations), Additionally, the report outlined seven key functions that the CDI must fulfill, which the documentalist is required to perform in collaboration with the school's administrative and educational staff. This framework aimed to enhance the effectiveness of CDIs in supporting the educational environment. These functions include: • Technical services • Reception services • General information • Public relations • Leisure activities • School and professional information • Academic services
1975-1989 The initial circular published in 1977 outlined the roles and responsibilities of individuals responsible for managing CDIs in secondary educational institutions. This circular marked a significant shift from earlier definitions, as it characterized the function of documentalists as "essentially pedagogical." This change underscored the evolving perception of the role of documentalists, emphasizing their integral contribution to the educational process and the learning environment within schools. After the 1977 circular, the 1986 publication of the circular "Responsibilities of Staff Working in Documentation and Information Centers" became a foundational text informing the profession for the subsequent three decades. The document reaffirmed the essentially pedagogical role of the documentalist teacher, outlining four primary missions that would endure: to initiate and train students in documentary research, to work closely with the school's pedagogical activities, to participate in the school's opening up, and to be responsible for managing the documentalist resource center. Following the 1977 circular, the 1986 publication titled "Responsibilities of Staff Working in Documentation and Information Centers" emerged as a foundational text that would guide the profession for the next thirty years. This document reaffirmed the fundamentally pedagogical role of the documentalist teacher and outlined four primary missions that have continued to be relevant: • Initiating and Training Students in Documentary Research: Educating students on how to effectively conduct research using available documentation. • Collaborating with the School's Pedagogical Activities: Working closely with teachers and educational staff to integrate documentation into the curriculum. • Participating in the School's Opening Up: Engaging with the broader community and facilitating access to information resources. • Managing the Documentalist Resource Center: Overseeing the operations and resources of the CDI to ensure it meets the educational needs of students and staff. Ultimately, the 1989 law on education formalized the establishment of the CAPES in documentary science and techniques, recognizing the importance of specialized training for professionals in this field. In 2017, a new circular titled "The Responsibilities of Documentalist Teachers" was introduced, which updated and repealed the 1986 circular. This new document aimed to reflect the evolving landscape of education and the role of documentalist teachers, ensuring that their responsibilities and functions were aligned with contemporary educational practices and needs.
The future of the CDIs The rise of the Internet and the development of digital resources have strengthened the role of CDIs in training students in "information culture and critical and responsible use of information tools and sources." Since 2012, CDIs have been exploring and reflecting on their evolution into "centers of knowledge and culture" (3Cs), inspired by English e-learning centers. These centers are envisioned as central resource areas within educational institutions, with a focus on integrating them into the local community. The aim is to harmonize traditional books with digital resources, promoting the decompartmentalization of school spaces and schedules. This initiative seeks to create environments that facilitate personalized support for students and encourage the development of innovative teaching practices, ultimately providing students with a conducive space for both work and collaboration. == Activities ==