Usha Mukunda

If technology comes, can libraries be far behind? What should a school library do to show the way to teachers and management in the realm of technology? This was the question that I faced way back in 1997 as a librarian at Centre for Learning in Bangalore. We had an open library and a lively and interactive user community. Shouldn’t we leave things well alone? But there was the lure and the thrill of the possibilities of computerisation. Users from ages 5 to 55 functioning independently at the computer – to borrow, return, reserve, and search for whatever their strange hearts desired; and for the librarian? Liberation from catalogue cards, borrower cards, accession registers…. in brief, no more paper-work! That was a consummation devoutly to be wished. After a frustrating exploration of existing software; too cumbersome, too complicated, too expensive – a computer-crazy older student at the school came up with a programme that we worked on together. MERLIN he called it and magical it was. Children took to it effortlessly, adults with a little more hesitation but after a trial run, we knew we were going to create a record of sorts. One of the first school libraries to be fully computerized!

But magical though the effects were, a lot of hard work came first. Putting in all the data for 4500 books took two summer breaks and more. But looking back, it was all worth it. This was an invaluable add-on to the openness of the library. Each user (student and teacher) has an account through which they borrow books, journals, CDS, etc. They can also find out whether the library has a particular item and if so, where it is located. On the shelf, or with someone else? If the latter, then a polite message is sent asking the person to return it as soon as possible. As you can see, this programme has been created with a co-operative and user-friendly perspective. Now the computer is a familiar friend and children go to it for all their needs with the greatest confidence that it can do the trick! Every user has total independence and there is implicit trust that they will use it in the right spirit. The few blips that have occurred are dealt with through dialogue and discussion. For the librarian, information on the borrowing habits and patterns of every user is available at a click!

When we opened the doors to a computerized system, we also enabled the entry of many other technological aids. Reference work is done both with the physical material as well as through CDs and CD-Roms. On-line access is available to students with an adult’s knowledge and guidance. As a librarian, I show them how a preliminary search through books and CDs prepares them better to search and find the right and relevant information on the Net. They see the truth of this when they find themselves entangled in a web of information over-kill! Young students who discover the heady possibility of lifting essays from the Net and do a cut and paste are soon dispirited to find that they have very little knowledge of the topic and that the teacher is not fooled either! Another activity I have initiated is to have an open discussion about Google and Wikipedia with senior students. In their dialogue they come to a certain reality check about all such search engines. They see the challenges and the pitfalls of going to a single source for all their information, opinions, and data.

Another interesting angle to this computerization is the incentive it gives students to take on projects like creation of bibliographies, compilation of statistical data about the library collection and use, and analyzing information gathered from surveys. At CFL every group takes on library related projects, some of which I have listed already. The ease with which they can get required information encourages them to take on useful and challenging projects. Once they have the data, the presentation is theirs to do artistically, colourfully and even graphically. These visual charts are kept on file in the library for information and inspiration to the next-generation of learners! Other projects created on the computer include a visitors’ guide to the library, a messaging service alerting users to new arrivals relating to their specific interests, a reminder service regarding overdue books and an outreach out system for old students.

Every book has a borrowing record and on it you may find comments by each reader. Every user too has a borrowing record so if you wish to recollect your reading interests and perhaps refresh your memories, there you go. The value in this for the librarian is intangible. Many times it happens that children respond to suggestions if they come from older students. Without bothering anyone, the librarian can invite a resistant child to take note of an older student’s reading interest at their age and hey presto, the job is done. Slower readers appreciate books on audio. Some groups might like to see a film of a well-loved book or the other way around. In the library is an audio-video corner which can be used individually or in a group. For all this to be used wisely and well, the librarian is an initiator and a friend.

So let us visualize a scene in 2084 where the librarian-robot is an attachment to the computer and is whizzing around the library. A student comes along with a query. The librarian anticipates the need and in micro seconds, an answer flashes on the screen. The student beams that across to the teacher for the project or exam or assignment. The first part is not so different. A good librarian is always available and ready to respond to queries and uses the computer to assist her in her job. But here is the big difference, she makes sure that after she has helped the student find the source, the rest of the exploration and the output is a result of the student’s own curiosity, hard work and scholarship. This is a very important aspect that must not be lost in the quest for technology. A large number of CD-Roms and DVDs are available to help children learn concepts in various subjects. These are very carefully designed and do attract the child to access information and knowledge. But true discovery and tactile exploration where one’s senses are in play cannot be replaced. Therefore it is the responsibility of every school library not only to keep abreast of technological advances, but also to continue to nurture the child’s senses, create opportunities for leisure and the possibility of reflection, and provide the contact with human resources for learning.

How can technology be used to help, point and make known, thereby giving space for creativity, innovation and insight? Especially in a school library can we keep this in mind and not be dazzled by dreams of digitisation, while at the same time making the young users aware of the myriad possibilities and developments of the cyber world? A tightrope walk, but we must do it.

The author is a school library facilitator. She can be reached at usha.mukunda@gmail.com.