MANNAM FOUNDATION CENTRE FOR EDUCATION TECHNOLOGY

PORUVAZHY, EDAKKAD.P.O, KOLLAM

ONLINE ASSIGNMENT


TOPIC: SCIENCE LIBRARY





Submitted To Submitted By
Salini Chandran Athulya Ashok
Submitted on Reg.No:13373006
20-09-2014






INDEX
Sl.No. CONTENT PAGE
NO.
1 INTRODUCTION 1
2 SCIENCE LIBRARY AND ITS
ORGANIZATION
2-4
3 PRIMARY SOURCES AND
SECONDARY SOURCES
5
4 WEB RESOURCES 6
5 CONCLUSION 7
6 REFERENCE 8

INTRODUCTION

The word library is rich in tradition, meaning, and usage. The definitions of school
library given by various library scientists and associations reflect this heritage. Throughout the
world the Library of a school is considered as part and parcel of the academic set-up. It is created
and maintained to serve and support the educational activities of the school. The
recommendations of numerous commissions and committees established by the Government of
India and various other states for the improvement of school education can bring in desired
results provided the school has the full complement of library resources, personnel, and
necessary infrastructure. So far the school library has not been given its rightful place in the
scheme of things. Nevertheless, it can play a very important role and help the school in achieving
the educational objectives. If we recognize the value and importance of informal system of
education, then library method of self-education is sure to get its due place.
The school Library provides information, inculcates ideas, and develops knowledge that
is so essential to functioning successfully in todays information and knowledge based society. It
is fundamental to school library to equip students with life long learning skills and develop in
them creative thinking and imagination, and enabling them to live as ideal and responsible
citizens. Thus, the school library must be made the hub of all the activities planned and executed
in school. It can be used by students to prepare for their next class period, home examination,
general education, information, competitions, recreation and inspiration. To cater to the wide
varieties of demands of students and teachers it has to judiciously select and procure the
prescribed/ recommended text-books and other reading material from different sources,
technically process it by making use of a standard scheme of classification, catalogue it to
provide various access points, organise the collection on scientific lines, circulate the documents
and disseminate the information in the manner most liked by the students and teachers. In
addition, the school library has to serve as a resource centre as well.




1
SCIENCE LIBRARY AND ITS ORGANIZATION

A library is the store house of knowledge the flowing stream of living thoughts and an
educational apparatus of considerable value. This intellectual nerve centre of the school is the
hub of its academic life. It is one of the most useful. Stimulating and potent instrument of
dynamic developmental education in the school. It is the richest source of experience from which
the teacher can choose at will, any number of learning tasks appropriate to the student initiated
and activity centered style of pedagogy. The school library is now regarded as a live place
humming with activity. It is a place where pupils go not only for study but for enjoyment too.
Work and play go side by side in a typical progressive school library.

From the beginning children need an environment enriched by attractive books and its
one of the duties of the school to see that this environment is provided. If a childs early
experiences with books are pleasurable, a sound foundation is laid for their use in his future
development, because once the child has been taught to love and read books with a passion they
become the main source for exploration of knowledge.

















2
A. SCIENCE LIBRARY
One of the important recommendations made by the Secondary Education Commission
was that every school has subject libraries, which are under the charge of subject
teachers. It was felt that the subject teachers could enrich they teaching, making use of
small collections of books on their own subjects. Science being one of the most important
areas of school curriculum, the content of which rapidly goes on changing both teachers
and pupils have to constantly go on reading books in the subject. This warrants provision
of a rich and updated science library in every school. This is essentially needed to help
the teachers and pupils keep abreast of the explosion of scientific knowledge. Science
library thus can be a wonderful teaching aid for realizing the demands of developmental
education
B. THE MAIN OBJECTIVES OF ORGANIZING A SCIENCE LIBRARY
The following are the major objectives of organizing a science library in the school:
1. To help teachers and pupils alike update scientific knowledge
2. To facilitate self studies and learning to learn
3. To enrich curricular experiences
4. To enable pupils participate in discussion and project works meaningfully
5. To make co-curricular activities such as participation in science club activities more
meaningful and dynamic.
6. To create interest in science as a subject of study
7. To develop in the students critical attitude and capacity for independent judgment
8. To develop the habit of reading as a useful leisure time activity








3
C.ORGANIZATION OF SCIENCE LIBRARY

A well equipped science library under the charge of a science teacher should be set up
in the school. The science teacher can equip the library depending on the availability of funds
and accommodation facilities for the purpose. For setting up of a rich library with limited funds,
the science teacher has to be very thoroughly acquainted with the latest and good books available
in the subject. For building up a good science library at the school level the teacher should select
only such books, which cover a wide range of topics. There should be provision for coverage of
topics in physics, chemistry, biology, geology, environment, ecology etc. With a view to cater to
develop the affective domain of the science students, books on scientific discoveries , magic in
science , experiments in science, fun in science etc. must also find a place in the science library.
Science library should also have some books on the lives and achievements of great scientists.
The selection of books is difficult task and science teachers can solve it by making use of
fairly exhaustive list of science books available from various publishers. For a list of such books
they can also seek guidance and help from the NCERT and SCERT. The Kerala Sastra Sahithya
Parished has published a good number of books on popular science and hence, the teachers can
make use of their catalogue also.













4
Primary Sources
What are Primary Sources?
Primary Sources are the direct evidence or
first hand accounts of events without
secondary analysis or interpretation. A
primary source is a work that was written or
created at a time that is contemporary or
nearly contemporary with the period or subject
being studied.
The definition of a primary source can change depending upon the academic discipline and the
context in which it is used - Humanities, Social Sciences and Sciences have unique types of
materials which qualify as primary sources.
Learn about finding primary sources in Humanities disciplines
Learn about finding primary sources in Social Sciences disciplines
Learn about finding primary sources in Science disciplines

What is a secondary source?
A secondary source interprets and analyzes primary sources. These sources are one or more steps
removed from the event. Secondary sources may have pictures, quotes or graphics of primary
sources in them. Some types of seconday sources include:
PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries,
encyclopedias
Examples of secondary sources include:
A journal/magazine article which interprets or reviews previous findings
A history textbook
A book about the effects of WWI






5
WEB RESOURCES

The concept of a web resource is primitive in the web architecture, and is used in the definition
of its fundamental elements. The term was first introduced to refer to targets ofuniform resource
locators (URLs), but its definition has been further extended to include the referent of
any uniform resource identifier (RFC 3986), or internationalized resource identifier (RFC 3987).
In the Semantic Web, abstract resources and their semantic properties are described using the
family of languages based on Resource Description Framework (RDF).
The Good, the Bad, & the Ugly, or Why Its a Good Idea to Evaluate Web Sources, Susan E.
Beck (New Mexico State University Library).
Criteria, examples (good, bad, and ugly), suggestions for instructors planning Internet
assignments, and a bibliography of online sites and publications with further information.
http://lib.nmsu.edu/instruction/eval.html



















6
CONCLUSION

The school Library provides information, inculcates ideas, and develops knowledge that
is so essential to functioning successfully in todays information and knowledge based society. It
is fundamental to school library to equip students with life long learning skills and develop in
them creative thinking and imagination, and enabling them to live as ideal and responsible
citizens. Thus, the school library must be made the hub of all the activities planned and executed
in school. The school library is now regarded as a live place humming with activity. It is a place
where pupils go not only for study but for enjoyment too. Work and play go side by side in a
typical progressive school library.




















7
REFERENCE

Science Education by Dr. K,Sivarajan & Prof. A. Faziluddin
www.library.illinois.edu
http://lib.nmsu.edu/instruction/eval.html

























8