Libraries that live and breathe

Ria Banerjee
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.

Memories, books and libraries

Lohit T
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.

Parents in the library

Sonam Gangsang
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.

Fostering students’ ownership of the school library

Dharamjeet Kumar
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.

Emotional literacy through picture books

Lakshmi Karunakaran
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.