Report on Library Workshop

Introduction and Ice-breaker: Since the participants knew one another, we decided to ask them to introduce the person next to them. This turned out to be a good exercise because we found that they could share insightful observations about each other. We heard descriptions like, ‘sensitive,’ ‘able to draw out quiet people,’ very hard working,’ ‘creative’ and many more.

We began with a discussion and dialogue on what is an open library? What are the benefits they see? What are their reservations or even fears about an open library. We went around to listen to each person. This set the tone of the day where everything was discussed and we listened to each other. There was no authority or expert who laid down the law. Rather it was experience speaking and listening with all of us learning. 
             

Essential Elements of a school or children’s library:  We began by asking participants to come up with the essential elements of a library.  In a short time they were able to zero in on them. These were Human being, Space, Collection, Interaction and Administration/Organization. We then asked them to prioritise the elements. This entailed some discussions which were very revealing and provided thought and learning. We asked them to keep reviewing and if necessary, changing the prioritisation as we went through the day.

Game to browse and read: I spy:  After serious  discussions, it was time to relax and play a game. Books were strewn on a mat on the floor and we all went around chanting, “I spy with my little eye a..” Basically each of us had to call out something we spotted in the title or cover of a book and others had to guess. Whoever guessed right took the book and went away to read quietly. Like this all eventually settled down to read and we gave another 10 minutes for quiet reading. We emphasised the importance of providing such space for children to do quiet reading.

After tea it was time to turn serious again with a reading of a paper by Usha Mukunda entitled, “Appearance, Ambience and Agreements in a school library.”Each participant read a paragraph and we stopped to see if there were any comments or questions. We felt this was a good experience of reading, comprehending and raising questions pertaining to the paper and the library.

Set up your own library in groups:  The participants were divided into 4 groups of three each and were given a set of books, and some materials. With this they had to choose a corner in the room, and set up a library. We also talked a bit about borrowing practices and how to simplify the procedure. We explained how borrowers’ cards can be made by each child and maintained by him/her. The cards could be kept in a box in the library. This entire exercise brought out imaginative, useful and attractive spaces. Hopefully this would have given them confidence to create such spaces with the minimum of material. We then went around in a group to each of the libraries, asking questions, appreciating and even imitating students! After this each group shared their critical observations and comments. Much shared learning happened here, we felt.

Read Aloud : Biblioburro.  (Aparna.) A true story by Jeanette Winters about a teacher in Colombia, South America who takes books to children in far away villages on two burros(donkeys)There was attentive and careful listening and useful discussion followed.

All the points we had talked about and the essential elements came naturally into play in this tale.

We ended the morning session with an open forum for them to ask questions, raise issues etc. Most of them participated energetically and we felt there had been good understanding and reflection.

 In the second half of the day we took up more activities they could do with the children.

Book talk  (Usha) This is a talk about a book read by a student and lasts for just two minutes. Essential information about the book, the gist of the story and a personal response is shared while showing the pictures. The entire story is NOT narrated and the end is not given away! Questions follow.

The participants felt this was a useful way of finding out how much the child had understood and appreciated the book borrowed. It also helps generate interest in others to read the book.

Treasure Hunt.  In pairs. Takes 45 minutes. Each pair is given a clue which helps them to find the book lying around somewhere in the room/shelves. Once they find it, they settle down to read it and then if time permits share what they liked or not about it.

Care of books: Handouts of Leela Garady’s piece on care of books was given out for them to read out. The suggestion was given that they might  colour and decorate these sheets and put them up.

Make book marks. Due to paucity of time this could not happen but they can do it with the children to good effect.

Display of library projects: Small handmade books  on different themes suggested by books in the library and made by young children were shown by us as examples of library initiatives. These books generated a lot of laughter and interest in the participants since they had been made modeled after real library books!

We ended with an open discussion again where they shared their learning and also shared comments.

Overall we felt that the group was open, interested and participative. We have good hope that they will bring about a vibrancy in their library spaces. Particular to note was their eagerness to take on ‘agreements’ rather than rules. Some time was spent by them in talking about the importance and meaning in this way of bringing about rules. At the end, we heard comments like, “We did not know how much can be done in the library.” The library is so important and so on. They assured us that they would try various things and not give up if at first they don’t succeed! At all times, the vital point we stressed was the building of a relationship with students and teachers, in order to bring about a truly collaborative enterprise like the library!

One suggestion is for them to reflect how many of the essential elements were present in their ‘instant’ libraries and how many are present in the libraries they will grow.

School wise reports

 

Lakkasandra School

Due to lack of space the books are kept in pocket bags and hanged in the thread and some are kept on the classroom windows, few activities like book talk and searching books on clue based were conducted. Student participates with enthusiasm in all the activities that has been conducted. Students who were not at all interested in reading now makes an attempt to read and look at books as their other friends are doing so. Even though they don’t have separate period for library reading they find time to read during lunch break and also after school hours. One of the student were using public library for the reference but now the child is happy because he has his own library in his school. Other students were inspired by that and started going to the library. And students feel that library is alive now because some activities is done in the library and they are attempting to read the books on their own according to their level.  

   

Chinnayanpalya School:

Open library is organized in one of the rooms and the books are well displayed and categorized based on language. Activities like book talk, finding the book based on clue and a separate section for book hospital was made so as to create awareness to students who were fond of tearing books as and when they look at books because of this now students are very conscious in handling books and taking good care of them. After this students themselves came up with a list of consensus about what to be followed and what not to be. To make sure that most of the students involve in library activities “question of the day” was introduced because of which students who doesn’t had the habit of reading began to read books so as to find answer to the question and came to consensus among themselves that one of the student should write the question on the board and the others should find answer to it by searching books. During the initial stage of library formation no teachers were supportive but now two or three teachers are supporting and giving more ideas in order to make library more effective.        

Jogupalya School:

Before library setup few books which are of children interest were kept at the back benches of the classroom and students were told to read those books during their free time only few students were making effort to read but our facilitator after attending library session he involved children in sorting the books based on grade level and also on languages, when students asked what was happening, he told them that he is setting up a library, children replied enthusiastically that they will have a library from now on wards and showed their eagerness to read books. After a week when he came back from leave he saw all the books damaged and scattered without having any words to say he was quite for 10 min children knew the reason behind his quietness they themselves arrange the books and started reading book now activities like kathe katte(children themselves build story), finding books using clues, book talk are conducted very often because of which library is kept alive.

Tasker Town School:

Open library has been organized in one of the classroom. Books have arranged in such a way that English, Kannada are kept separate. Students find time to come to the library. Initially students were not reading so facilitator started herself to refer the books from library hence students started using the library more. Some of the students started using dictionary for knowing the meaning of words mentioned in the stories and they try to translate the story into other language.

Books related activities like drawing, coloring, finding a way, finding answer for a question, solving puzzle are done in the library when the children finds time. Lunch time will be utilized maximum.