The reading world is divided into those who love fiction and those who can’t see beyond non-fiction. And it is often difficult to persuade one to try the other. This librarian too was happy in her world of fiction until she was challenged to step into the other side. In her journey of exploring non-fiction she surprisingly realized that there is very little to differentiate fiction and non-fiction.
How can collaborations across the school community enhance a school’s library program? First, a school library must reflect the active presence of children. Second, the collection of books must be curated keeping the students interests, needs and requests. Sharing a non-judgmental environment also helps students take ownership for the library. Here are some more tips on how students themselves can team up and make the library a more cheerful space.
All of us read and enjoy storybooks. But how many of us try and find out more about the authors of the books we read? A short library course on how knowing the author helps us understand their stories better opened this educator’s eyes to a whole new experience of reading books.
This article traces the journey of a school library. Though it was a place that had books and resources in abundance, it was sorely under-utilized with the odd teacher coming in to borrow a subject-related textbook, and perhaps attend staff meetings. With a lot of time, effort and constant review, the library has now transformed into a place that is buzzing with people – students, teachers and parents. Alluring displays and unorthodox collection of books has changed this into a joyful learning centre.
How can children be made to engage with books and reading? What kind of books do children like to read? Is there a process to the selection and collection of books? The author describes her journey of engagement with children and what she learnt.
Books behind closed shelves and cupboards, beyond the reach of those who need them, don’t make a library. A library must be inviting, accessible and open to the needs of its users and it is this desire that led the author to successfully experiment with classroom libraries.
In our series of writings which share the work of library educators, the focus this time is on an educator’s journey in a small Tibetan school in Karnataka and how she managed to engage parents and the community to develop an interest in library practices and learning.
If a library is to become popular among its users, no matter how young, a bond has to form between the two. Facilitators of this school, on an island in Assam, involved their primary class students in setting-up the school library, formulating rules and deciding on activities for the library. In the process the young students ended up building an everlasting bond with their school library.
The role of a library educator is not merely to give access to books, but also to nurture children’s socio-emotional and cognitive growth. The article highlights the author’s experiences of how a library can address the emotional needs of all children, including those who are ‘at risk’ or/and are from marginalized communities.