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Akshara Foundation, a Bangalore based not-for profit organization is striving to increase the educational outcomes of the children
who are part of Government schools. In the context, the Foundation has various programmes designed to help Government
School children perform to thier best. Library programme is one of those programmes, whose objective is to provide child
friendly books, promote reading skills, encourage reading habit and hence sustain thier reading skills.
Section on Libraries in NCF 2005, states that
One period needs to be devoted for Library reading.
Child should be provided with opportunity to choose the book of his/her choice, rather than teacher providing the same.
Children should be encouraged to look up references in Library resources for their class projects.
Library books should be used widely during Language class.
Children should be asked to write on what they have read, and share the story during Language class.
To summarize NCF 2005 guidelines, it is evident that 'The school library should be embedded into the school at all levels that
acts as an intellectual space where teachers, children and members of the community find the means to deepen their knowledge
and imagination'.
Akshara Foundation's Library programme came to existence during 2007-08, wherein every Govt. School in Bangalore Urban
district was provided with a Library service for 3 years, later the libraries were transitioned into the school system (As per MoU
with Govt. Of Karnataka). The programme was independently designed by the Foundation, but the processes directly coincide
with the NCF 2005 guidelines on Libraries.
Akshara Foundation's Library programme includes sections on selection of child friendly books, grading books at child
appropriate levels, issuing books, checking what a child has read, activities that support reading, and how to look at child's
progress.
In 2013-14, Akshara Foundation oriented teachers of 87 selected schools of Bangalore urban district , on Library processes.
Towards the end of the academic year, it is evident that the children are initiated reading at higher levels, also teachers seems to
enthusistically engage themselves in Library class.
Akshara Foundation appreciates all the teachers who have accepted the principles enshrined in NCF 2005 and supported the
Library programme.
- Library ResourceTeam
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Table of Contents
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Library Programme is one of the important programmes of Akshara Foundation. During 2006-07, Akshara Foundation designed a Reading
Programme in all the Government Schools of Bangalore North and South districts. This programme brought about vast improvements in
childrens reading levels. In order to provide these children with continued reading material and induce reading habit, the Library programme was
implemented in all the government schools of North and South districts of Bangalore during 2007-08, with a MoU between Akshara Foundation
and Education Department, Govt. Of Karnataka.
Akshara's Library programme was started in all 1420 government schools of Bangalore urban district, covering all 9 Educational Blocks. Library
service was provided to the children of all these schools through a Hub-and-Spoke model, wherein the school that housed a physical library is
known as 'Hub' and the smaller schools in the vicinity linked to this hub were called as 'Spokes'. One Librarian was appointed and trained, for
executing the Library service at each 'Hub'.
Apart from issuing story books, many activities were designed and implemented in Akshara Libraries. The guiding principles for conducting the
Library programme was the very profile of the children who attend government schools. It was important to keep in mind their skills in reading, as
well as the fact that they probably saw little or no print material in their homes.
Book-based activities that would reinforce the class room concepts to children.
Use of free play material such as Lego bricks to encourage creativity among children.
Organizing Makkala Habbas which offer a platform to exhibit children's talent to the community.
Introducing volunteers to schools, who read to children and conducted creative activities.
As per the MoU with the Education Department, Akshara Foundation had set-up Libraries and provided Library service for 3 years. Later in
2009-10 and 2010-11, Akshara Foundation transitioned Library programme to 1283 schools, and continued its service in 135 schools for another
2 years.
In this academic year, Akshara Foundation will continue to support 87 selected schools in Bangalore Urban district, and 257 schools from
Hoskote Taluk with its Library service. In these schools, the teachers will continue with Library activities in their respective schools.
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Among these, grading of books based on the number of sentences per page has proved to be a more effective method. This method is known
as GROWBY technique, adopted from Hippocampus Reading Foundation. The intent of this method, is to encourage child to read more, in a
level that he/she is comfortable, and thus enhance reading skills.
The advantages of this method are:
It allows one to grade book of any language, even if one doesn't know the language.
It helps the Librarian watch and track each child's reading ability.
In GROWBY technique, the books are graded into 6 levels based on the number of sentences on each page. The levels are as follows:
It will be easier to distribute the books, if all the teachers grade them and paste relevant
sticker on each book whenever new books are purchased.
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Time Table for every class in every school plays a vital role.
As per NCF 2005, one library period a week has to be devoted in every school. In this context, it is important for the HM's of every school to
allot a Library period to each class once a week and execute the same. This also helps in developing a mode of discipline among the children.
Story Telling.
Apart from the above activities, additionally the teachers can conduct
3.3.1. Book-based role-play activities: The Book-Based Activities are structured activities which help a teacher conduct a
role-play in the Library which in turn helps children understand aspects of their classroom curriculum, as manifested in books.
Ex: The concept of 'Like and Unlike terms' could be taught more effectively using the story book 'The Village Fair'.
The activity can be conducted by the following method:
Using of the Beginning Questions to depart from the Book and motivate the Activity.
Using the Ending Questions to verify that Children have imbibed the intended lesson.
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3.3.2. Loud Reading activity: In order to develop skills in reading, Loud reading is a key activity. This activity helps to give
confidence to children, also enhances their vocabulary.
Children are grouped, provided with story cards or multiple copies of the same book, and are asked to:
Book-linking activities: This is another project, wherein children see themes, ideas and concepts that are common across books in the
Libraries and are asked to find and make lists of books that have some aspects in common
For example: Stories that involve journeys or visits; books illustrated in the same style, or written by the same author.
The activities help build taste and discernment among children.
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3.3.4. Story-telling activity: Telling stories is one of the most basic and natural activities in
any Library. Children invariably listen with rapt attention to a good story and need no prompting to seek out specific books after
a good story telling session. The teachers should keep in mind the following while doing a story-telling activity.
The name of the Story and the Author should be introduced without fail.
ALWAYS pose some interesting questions at the start to kindle curiosity, instead of moving on to the story at the start.
DO NOT CRITICIZE any child for having answered wrongly. Instead gently tell the children not to answer in different manner,
which helps retain and maintain their complete participation.
Synchronize the actions with the Story Telling + Voice (for different characters use different voice variations).
3.3.5. Reading together activity: A variation of the Loud reading activity, where-in the groups will be formed such that there is
a mix of children based on their reading abilities. A child who is fluent in reading starts reading to the group, and the rest follow
the text and repeats after him/her. This can help children to comprehend better, and results in peer-learning.
Additional activities:
3.3.6. LEGO model building activities: Childrens play material such as Lego Bricks help children build models based on their vision and
idea of the books that they have read. The models they build in the Libraries helps children to build their imagination, vocabulary and
expression. These activities can also be linked to story books, and finally linked to class-room curriculum.
For example: Using the story book 'Drip-Drop-Drip' and LEGO bricks, the children can practically be shown the mechanism of hearing in
humans.
3.3.7. Computer based activities: Ubuntu, a linux based operating system has variety of educational activities for the children,
which could be used to teach children. (Separate training should be planned for this activity)
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Also, Library effectiveness can be looked at by analysing the Issue records maintained by the teachers. Teachers record the
information as suggested, and share the same with Head Teachers and Cluster Resource Persons. In turn, Cluster Resource Person
can review the information, select the best performer and could appreciate them during Samalochana Sabhe.
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