LEC First Batch – Reading material

Unit 1

Development of Vision for Library and the Human element: The presence of an active open library is vital in every learning environment. It supports, responds to, and enriches the community in which it exists. There is a need to have a far reaching and yet practical vision for the library which informs its daily functioning. Such a vision is crucial for the library to be able to grow and blossom in all environments. The librarian comes into sharp focus in a vibrant library. An innate understanding of children and their individual capacities, a willingness to learn about children’s literature and thereby build a strong relationship between books and readers are all necessary and valuable qualities in a library educator. While working in very different communities and contexts, he or she must acquire an understanding of these contexts and be part of them as far as possible in order to bring about an accepting and inclusive atmosphere.

The unit will emphasize on:

  • Developing a vision of a vibrant library.
  • Developing a vision of the human element.
  • Creating an accepting environment (based on language/social class/experience)

Essential Readings

  1. Pustakalaya_kya kahta he NCF 2005
  2. Pustakalaya_Padhati_- Gujubhai Badheka
  3. Kaksha me diger kitabein_Shanaz
  4. Pahadon mein ek pustakalay – Usha Mukunda
  5. Pustakalay ke Mayne -Hriday Kant Diwan
  6. Ye chote-chote pustakalay – John Holt

Reading for Discussion

  1. Idaho Success Stories – English
  2. Idaho success stories – Hindi

Unit 2

Reading: Understanding the process and the role of readers: The happenings in a library revolve around one central act- the act of reading. Children read in a library for several purposes but, all purposes converge on the same point, which is, making sense of what is being read. The fulfillment of the purpose solely hinges on the meaning derived while reading. Children, especially the ones in the primary grades develop as readers over a period of time, simultaneously paying attention to various aspects of reading. In addition to this, the experiences in their particular social-cultural contexts influence their reading and give it richness, unique to its context. It is important that the library educators working with children are able to appreciate the knowledge and context that the child is bringing with him or her and support the reading behaviors and needs of children.

This unit will cover following areas:

  • Development of Language and Literacy
  • The Reading process
  • The role of reader
  • Diverse socio-cultural backgrounds of the readers
  1. Bhasha Mane Kaya
  2. Padhana Kese sikaya jaye
  3. Ashok Ki Kahani
  4. Padne Ke 12 tarike
  5. Padhana Kisse Kahte he (Hindi)
  6. What is Reading (English)
  7. Learning to Read by reading
  8. Padhne me nirantarta
  9. Bhace_Bhasha Kese shikte he  – Jean (Hindi)
  10. How children learn language  – Jean (English)
  11. Reading the world and word – Freire and MAcDeo new2_e0
  12. The Act of Reading – Freire & McDeo – Hindinew2_e0
  13. Helping  Chldren to Make Knowledge Their Own – Gordon Wellsnew2_e0
  14. Lives of Children new2_e0

Unit 3

Building Understanding of Books: For children from all walks of life, the advent of books in their lives and in their learning spaces leads to curiosity, liveliness, enjoyment and confidence. So reading has infinite possibilities in learning and bringing worlds and experiences to children. Harold Rosen writes, “The receiving of stories is part of a cultural inheritance providing him with models, patterns and symbolic figures for making meaning of the world” It is therefore imperative that the adults who transact books with children develop an understanding of what constitutes a good book and perhaps more importantly, learn to detect a mediocre book and weed it out of their library collection. It is also vital that children are exposed to diversity in the collection, in form, structure and theme. The librarian nurtures a relationship between the users and the collection through his/her own strong relationship with books. It is necessary for this person to have a feel of all the books under his/ her care so that at short notice, (s)he can source a book or books around a theme, issue or situation. It is also imperative that strong understanding about nurturing relationships between books and readers is initiated as many neo readers are emerging into the world of Children’s Literature for the first time and bridging worlds is important.

This unit will focus on:

  • Bringing about an appreciation of books in oneself and the users.
  • Building an understanding of the factors that makes a good book.
  • Beginning a journey of engagement with books and children.
  • Developing a perspective on children’s books of diverse disciplines.
  1. Bal shahitya mane kya – Kamlesh Chandra Joshi
  2. Kahani Kathan kausal – Krishna Kumar
  3. Kaksha me anya pustakein – Shanaaz D. K
  4. Kya kya ho bachho ki kitab mein – Kamlesh Chandra Joshi
  5. Inculcating the reading habit
  6. Shiksha aur Bal sahitya – Krishna Kumar
  7. Bachpan ki avdharna aur bal sahitya – Krishna Kumar
  8. The magical role of books in the life of a young child
  9. The Diary of a School Teacher new2_e0
  10. The Diary of a School Teacher – Hindi new2_e0
  11. Some Thoughts About Literature and Learning – Sushil Shukla new2_e0
  12. Chief Seattle – English new2_e0
  13. Chief Seattle – Hindi new2_e0
  14. Children’s Books – Universals of Childhood new2_e0
  15. Common denominators in children’s books new2_e0
  16. Genre Characteristics new2_e0

Unit 4

Library Ambiance and Tracking Efficiency: The main aim of this unit rests on the understanding that a library has both physical properties and abstract elements. When imagining and planning for the library; physical, human, learning, responses, care, refreshment, rejuvenation and a deep reflective engagement is necessary at all times. Libraries as we know are meant for specific purpose that may vary as per the requirement of organizations/ users but essential components of the library need to be short listed and deliberated upon and these need to match the objectives for which the program is initiated. Also it needs to be reviewed from time to time to assess the impact of the program as well as the design and direction of the program itself.

This unit will focus on:

  • Effectiveness– Nomenclature–History–Philosophy–Purpose: What it means and why?
  • What are the conditions and requirements of a library program before effectiveness and care appear on the agenda?
  • What are the prevalent approaches and methods used for understanding and measuring effectiveness?
  • How can data/ results inform our practice and influence our design and intervention?
  1. Interpretive approach to library assessment – English
  2. Interpretive approach to library assessment – Hindi
  3. Manual for open library – Usha Mukunda – Hindi
  4. Manual for open library – Usha Mukunda – English
  5. Setting up and running a school library – English