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Government of India
Ministry of Human Resource Development
Department of School Education & Literacy
Guidelines for Library Grant and
Promoting Reading in Schools
Government of India
Ministry of Human Resource Development
Department of School Education & Literacy
Guidelines for Library Grant and
Promoting Reading in Schools
Building an inclusive and joyful reading culture for
children under Samagra Shiksha
@2019-20
Special thanks to Room to Read for providing valuable inputs and pictures.
Foreword
Reading is a very good habit that one needs to develop in life. Good books can inform you, enlighten
you and lead you in the right direction. There is no better companion than a good book. Reading is
important because it is good for your overall well-being. Once you start reading, you experience a
whole new world. Reading develops language skills and vocabulary. Reading books is also a way to
relax and reduce stress.
The contribution of reading in improving learning outcomes has been demonstrated in various
research studies. Evidence from the National Achievement Survey 2017 has clearly brought out that
school children who have access to a school library and who read story books have higher levels of
learning. Keeping this in view, the Samagra Shiksha scheme was revised in 2018 to include the
provision of library books to all schools covering all classes from I to XII. The Department of School
Education and Literacy, Ministry of Human Resource Development, Government of India, has issued
guidelines earlier with regard to the utilization of the funds under the Library Grant of Samagra
Shiksha. I am very pleased that Department has revised the guidelines to emphasize the promotion of
reading as a whole apart from development of libraries and procurement of library books and the
activities that can help achieve these goals.
I urge everyone to come forward and work towards developing reading culture with joyful activities.
(AMIT KHARE)
Guidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
INDEX
Sl. No. Particulars Page No.
Executive Summary 05
1 The Context 10
1.1 Why is reading important? 10
1.2 Why do we need libraries? 10
2 Initiatives by Department of School Education & Literacy 12
3 Procedure for Identifying, Printing and 14
Procuring Library Books
4 Setting up and Managing Libraries 16
4.1 How to create a conducive library environment? 16
4.2 Developing library as a ‘Learning Centre’ 17
4.3 Processes for Management of Library 18
4.4 How to make Library functional 21
4.5 Managing the Display and Maintenance of Books 21
5 Library Activities 23
5.1 Need for Library Activities 23
5.2 Library Activities 23
6 Promotion of a Culture of Reading 27
6.1 Creating a Literate/Print Rich Environment 27
6.2 Setting up Reading Corners 28
6.3 Capacity Building of Teachers 29
6.4 Community Involvement 29
6.5 Celebrating Language Festivals 30
6.6 Encourage Voluntary Participation 31
7 Monitoring Mechanism 32
8 Conclusion and way forward 33
Ministry of Human Resource Development 03
Guidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
Executive Summary
Why is reading important?
The contribution of reading in improving provision of library books to all schools
learning outcomes has been demonstrated covering all classes from I to XII. The library
in various research studies. Reading is a step grant amount varies from `5000/- for stand-
towards developing command over alone Primary schools to `20,000/- for
language and writing skills. It enhances Secondary / Senior Secondary schools.
vocabulary, creativity, critical thinking, Guidelines have been issued earlier with
imagination and expression, helping regard to the utilization of the funds under
children to relate to their surroundings and the Library Grant of Samagra Shiksha.
real life situations. However, it does require These present Guidelines emphasise the
continuous practice, development and promotion of reading as a whole apart from
refinement. Thus, there is a need to create an development of libraries and procurement of
enabling environment in which students read library books and the activities that can help
for pleasure and develop their skills through achieve these goals.
a process that is enjoyable and sustainable. The Department of School Education and
Literacy, Ministry of Human Resource
Why do we need libraries? Development, Government of India, has
Children need access to quality books and initiated a massive integrated teacher
other reading material to develop and grow training programme, NISHTHA – National
as readers, thinkers and writers. The need for Initiative for School Heads’ and Teachers’
a ‘library’ in every school is recognised by Holistic Advancement to build the
the National Curriculum Framework, 2005 capacities of around 42 lakh teachers and
and the Right of Children to Free and heads of schools, faculty members of
Compulsory Education Act, 2009. The SCERTs, DIETs and Block Resource
library is an essential component of the Coordinators (BRCs) and Cluster Resource
school, providing not only resources for Coordinators (CRCs). The modules include
learning, but also strengthening the purpose sensitizing the teachers on the importance
of reading for pleasure, recreation and of reading, how to manage libraries and
further deepening of knowledge and carry out reading based activities to develop
imagination. Evidence from the National a culture of reading amongst children and
help improve learning outcomes.
Achievement Survey 2017 has clearly
brought out that school children who Procedure for Identifying, Printing
have access to a school library and who and Procuring Library Books:
read story books have higher levels of · A Selection Committee will be
learning. constituted at the State / UT level to
select books for school libraries under
Initiatives by the Department: the Library Grant of Samagra Shiksha.
Keeping this in view, the Samagra Shiksha The Secretary Education shall be the
scheme was revised in 2018 to include the chairperson.
Ministry of Human Resource Development 05
· Eminent children’s literature writers, regional languages through NCERT,
school principals, teachers, NBT etc, they may utilise 20% of the
educationists and other persons funds for procurement of library books
associated with children’s education in regional / local languages from
and learning should be part of the publishers who publish books in
Selection Committee. The Director regional / local languages.
SCERT and State Project Director · The books that can be procured under
(SPD), Samagra Shiksha, shall also be the Library Grant of the Samagra
members. Shiksha include the following:
· Story Books, magazines and comics Ø Story Books
published by NCERT, NBT, CIIL,
Ø Reputed Children’s Magazines and
SCERTs and other Central and State
Comics
Government agencies can be
considered for selection, including However, the funds cannot be used to
Publication Division of Ministry of procure textbooks, reference books, exam
Information and Broadcasting. related publications or any material
unsuitable or inappropriate for children till
· States and UTs are encouraged to
the age of 18.
develop their own story books
including local lore and folk tales · The books will be categorized for age-
through SCERTs and DIETs by appropriate reading. Books for
involving teachers, parents and classes I to V will be known as BULBUL
others. Famous stories from the paired series, classes VI to VIII as KOYAL
State / UT under Ek Bharat Shreshtha series and classes IX to XII as MYNAH
Bharat (EBSB) may also be selected. series. The logos for these series are
Children can also develop story books shown below.
for other children. · In case the book is appropriate for
· In case the States / UTs face difficulties more age groups then 2 or all 3 bird
in purchase of library books in logos should be used, as relevant.
BULBUL KOYAL MYNAH
06 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
· All books must have the logo of the Shagun Online Junction
BULBUL, MYNAH AND KOYAL series, (www.seshagun.gov.in). States and
either printed on the cover page or UTs can download these, translate if
pasted using a sticker, which must bear required, and print and distribute
the name of the Samagra Shiksha and these books.
the year of purchase i.e. year when · ebooks may also be preloaded on
Samagra Shiksha funds are used. digital devices and sent to schools.
· Based on suggestions received from
Setting up and Managing Libraries:
States, it is advised that these books
may be printed and distributed to A library must be child-friendly, attractive
schools by following the same and colourful. Libraries may be of different
kinds:
procedure for printing and distributing
textbooks. · A standard physical library with
reading area, display shelves, stock
· All books procured for libraries
room, issue / receipt counter.
under Samagra Shiksha scheme
must be procured at State / UT · Reading corners which can be located
level by the Committee. in a part of the classroom or any other
convenient space in the school.
· States and UTs may place direct orders
with NCERT / NBT / CIIL / I&B / SCERT · Classroom library inside a classroom
and other Publishers for procurement where books can be accessed during
of the books or obtain the copyright of class period.
books. · Rotating library where books are
· Supply of books would be at State interchanged between classes /
Head Quarter and in case of larger sections / students.
States, at district level. Distribution up · For effective management of libraries,
to school level may be done as in the schools can constitute a Library
case of textbooks. Management Committee and
· For visually impaired children, library Students’ Library Council (SLC).
collection should include tactile map · Bal Sansads (Child Cabinets), where
books and Barkha Series from NCERT available, may be given responsibility
as well as audio books from National to maintain the books in the reading
Institute of Open Schooling (NIOS) corner.
and NCERT.
· MHRD will upload soft copies of
books on the DIKSHA portal of
Ministry of Human Resource Development 07Library Activities and Promotion of Reading Culture:
· To promote reading amongst students, · Schools may also involve alumni,
schools need to establish vibrant youth icons, parents, retired
libraries as a learning centre, set up personnel, college students to
reading corners and create a print rich encourage community involvement
environment. and foster a sense of ownership in
promoting reading culture to ensure
· Various child-friendly components
long-term impact and sustainability.
such as poem corners and message
boards can be developed. · Innovative ways such as celebrating
· Innovative and low cost ways to language festivals, organising
display the library books to make them monthly story-telling sessions, reading
accessible to children readily may be events and literature fairs may be
adopted. carried out for promoting reading.
The suggested reading activities are:-
Read aloud Book-making
Shared reading Title – tree
Paired reading Extending / rewriting the story
Independent reading Library treasure hunt
Book review Drama
Reading by older students to younger students Story-telling / Talking hour
Reading by parents and volunteers to children Battle of readers
Spelling bee Poetry-writing
Essay-writing Theme based reading
Monitoring Mechanism · States and UTs have been advised to
· States will keep complete records of ensure regular visits to schools by
library books school-wise and these CRCs, BRCs and DEOs and send
shall be uploaded on UDISE+. reports on utilisation of library grant
· Library related questions have been and availability of books on a common
incorporated in UDISE+, platform to be shared by MHRD.
Shagunotsav, District Level PGI and · The GIS-mapping carried out by
bi-monthly reporting of Head Masters MHRD gives the location of all schools
and Principals for monitoring of grants along the length and breadth of the
and availability of books in the school. country. The Report Card facility of the
08 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
GIS system provides information sourcing information on availability of
about each of these schools. Library books through the feedback
related information will be mechanism.
incorporated into this Report Card. · Best stories and best initiatives
· The Report Card facility of GIS system developed by States and UTs will be
also has a provision for crowd- recognised and rewarded.
A Book is a
Dream
That You Hold in Your
Hand
School Libraries
Ministry of Human Resource Development 091. The Context
1.1 Why is reading important?
The contribution of reading in improving ability to express both verbally and in
learning outcomes has been writing. It helps children to relate to their
demonstrated in various research surroundings and real life situation. Thus,
studies. Reading helps young learners in there is a need to create an enabling
developing foundational literacy environment in which students read for
skills such as understanding and
interpreting text. It is a step towards
developing command over language
and writing skills. Children who read often
become better learners,
Unlike speaking, reading is a skill which leads to success in
which does not come naturally to school and other areas
humans and needs to be learnt. of life.
Re a d i n g i s a n i n t e r a c t i o n
between the text and the reader,
which involves not just understanding
the meaning of the words but also
grasping the multi-layered meaning
behind the text. It requires continuous
pleasure and develop their skills
practice, development and refinement.
through a process that is enjoyable and
Reading motivates students to read sustainable and which remains with them
books independently, develop creativity, for life.
critical thinking, vocabulary and the
1.2 Why do we need libraries? This might seem obvious, but it is not that
simple - the key point being abundance
of reading material ! Children thrive in
reading when the environment contains a
lot of interesting and engaging books and
other reading material. In other words,
this means a large collection of books
organized as per reading levels and
interest of the students in a special and
inviting place to enjoy independent
Children need access to quality books reading time and book-related activities
and other reading material to develop with peers. Such a place is called a
and grow as readers, thinkers and writers. ‘Library’.
10 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
Early Reading Writing under Padhe Bharat Badhe Bharat
The need for this special place called readers. Libraries create resources for
‘Library’ in every school is recognised by learners and teachers while extending
the National Curriculum Framework, support to schools in achievement of the
2005 and the Right of Children to Free curricular goals.
and Compulsory Education Act, 2009. Findings of the National
The library is an essential component of Achievement Survey 2017 have
the school, providing not only resources clearly brought out that school
for joyful learning, but also equipping children who have access to a school
children with sustainable reading skills to library and who read story books
make them enthusiastic and independent have higher levels of learning.
Ministry of Human Resource Development 112. Initiatives by Department of School Education
& Literacy
Keeping in view the findings of the year 2018-19, under Samagra Shiksha,
National Achievement Level Survey, Library Grant was provided for the first
2017 linking reading to learning time covering all government school
achievement, the Samagra Shiksha from classes I to XII. This provision has
scheme was revised in 2018 to include been made to strengthen library
the provision of Library Grant to all infrastructure and add newer books to
government schools. The vision of this the library collection in an effort to
component is to develop school libraries perpetuate reading and learning.
as learning spaces that nurture life-long The fund for library grant ranges from
readers and seekers of knowledge and `5000/- in a primary school to
promote reading ability through relevant, `20000/- in composite senior secondary
age-appropriate, diverse and engaging school. The details are given below:
books and other reading material. In the
Category of School Library Grant
1 Primary School (Class I to V) @ `5,000/-
2 Upper Primary School (Class VI to VII) @ `10,000/-
3 Composite Elementary Schools (Class I to VIII) @ `13,000/-
4 Secondary Schools (Classes IX and X) @ `10,000/-
5 Schools from Class VI to X @ `15,000/-
6 Schools from Class VI to XII @ `15,000/-
7 Composite Secondary Schools (Class I to X) @ `15,000/-
8 Composite Secondary Schools (Class IX to XII) @ `15,000/-
9 Senior Secondary Schools only (Class XI to XII) @ `10,000/-
10 Composite Senior Secondary Schools (Class I to XII) @ `20,000/-
Book Making Activity
12 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
The Guideline issued earlier with
regard to utilization of Library Grant
under Samagra Shiksha was largely
limited to procurement. In the present
guidelines, emphasis is being given for
promotion of reading as a whole apart
from development of libraries, selection
and procurement of library books.
Under the component ‘strengthening of NISHTHA – National Initiative for
existing schools’ of Samagra Shiksha, a School Heads’ and Teachers’ Holistic
provision has been made to provide Advancement to build the capacities of
library room in schools where library around 42 lakh teachers and heads of
rooms are not available. Sanction of schools, faculty members of SCERTs,
library rooms may be proposed in DIETs and Block Resource Coordinators
schools not having library rooms in the (BRCs) and Cluster Resource
annual work plan and budget proposal Coordinators (CRCs). The modules
of the States / UT for consideration. The include sensitizing the teachers on the
proposal may include the cost for civil importance of reading and how to
work, furniture, almirah, racks, fixing and manage libraries and carry out
fittings. reading-based activities to develop a
The Department of School Education & culture of reading amongst children
Literacy has initiated a massive and help improve the learning
integrated teacher training programme, outcomes.
Regional Literature enjoyed by Students
Ministry of Human Resource Development 133. Procedure for Identifying, Printing and
Procuring Library Books
· A Selection Committee will be others. Famous stories from the
constituted at the State / UT level to paired State / UT under Ek Bharat
select books for school libraries under Shreshtha Bharat (EBSB) may also
the Library Grant of Samagra Shiksha. be selected. Children can also
The Secretary Education shall be the develop story books for other children.
chairperson. · In case the States / UTs face difficulties
· Eminent children’s literature in purchase of library books in
writers, school principals, regional languages through NCERT,
teachers, educationists and other NBT etc, they may utilise 20% of the
persons associated with children’s funds for procurement of library books
education and learning should be part in regional / local languages from
of the Selection Committee. The publishers who publish books in
Director SCERT and State Project regional / local languages.
Director (SPD), Samagra Shiksha,
· The books that can be procured under
shall also be members.
the Library Grant of the Samagra
· Story Books, magazines and comics Shiksha include the following:
published by National Council of
Ø Story Books
Educational Research and Training
Ø Reputed Children’s Magazines
(NCERT), National Book Trust
and Comics
(NBT), Central Institute of Indian
Languages (CIIL), State Council of However, the funds cannot be used to
Educational Research and Training procure textbooks, reference books,
(SCERT) and other Central and exam related publications or any
State Government agencies can be material unsuitable or inappropriate
considered for selection, including for children till the age of 18.
Publication Division of Ministry of · The books will be categorized for
Information and Broadcasting. age-appropriate reading. Books
· States and UTs are encouraged to for classes I to V will be known as
develop their own story books BULBUL series, classes VI to VIII as
including local lore and folk tales KOYAL series and classes IX to XII
through SCERTs and DIETs by as MYNAH series. The logos for
involving teachers, parents and these series are shown below.
14 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
BULBUL KOYAL MYNAH
· In case the book is appropriate for and other publishers for procurement
more age groups then 2 or all 3 bird of the books or obtain the copyright of
logos should be used, as relevant. books.
· All books must have the logo of the · Supply of books ordered should be at
BULBUL, MYNAH AND KOYAL State / UT Head Quarter level, or at
series, either printed on the cover district level in larger States. States /
page or pasted using a sticker, UTs are to distribute the books school-
which must bear the name of the wise as in the case of textbooks.
Samagra Shiksha and the year of · For visually impaired children, library
purchase i.e. year when Samagra collection should include tactile map
Shiksha funds are used. books and Barkha Series from NCERT
· Based on suggestions received from as well as audio books from National
States, it is advised that these books Institute of Open Schooling (NIOS)
may be printed and distributed to and NCERT.
schools by following the same · MHRD will upload soft copies of
procedure for printing and distributing books on the DIKSHA portal of
textbooks. Shagun Online Junction
· All books procured for libraries (www.seshagun.gov.in). States and
under Samagra Shiksha scheme UTs can download these, translate if
must be procured at State / UT required, and print and distribute
level by the Committee. these books.
· States and UTs may place direct orders · ebooks may also be preloaded on
with NCERT / NBT / CIIL / I&B / SCERT digital devices and sent to schools.
Ministry of Human Resource Development 154. Setting up and Managing Libraries
4.1 Creating a vibrant library
A library must be child-friendly,
attractive and colourful. Adequate Focus of the
and suitable space is a prime library should be
requirement of a school library. on displaying
Special care should be taken to children’s work
arrange the books and furniture. in a meaningful
Children are more attracted manner.
towards libraries that are vibrant
and child friendly. For creating such
libraries management of physical help children to read books in comfort).
space should ideally meet the
· Storage and display of children’s
following requirements:
books, group activities and projects
· Good ventilation and ample day light (book shelves & display units, pin-up
along with adequate lighting. boards etc.).
· Accessibility to all children including · Sufficient work space for the staff to
children with special needs. receive books on approval and
· Sufficient floor area for students to sit undertake accessioning, classification,
comfortably either in groups or cataloguing, minor repair, issue and
individually. return, and reference service activities.
· Basic civil work (painting, flooring, · Sufficient stack area and furniture so as
preventing leakages). to organise the books in open shelves.
· Safe and child-friendly furniture · Counter/enclosure for keeping
(reading tables, chairs, mats) which personal belongings.
Libraries may be of different kinds:
æ A standard physical library with reading area, display shelves, stock room,
issue / receipt counter.
æ Classroom library inside a classroom where books can be accessed during
class period or during breaks.
æ Rotating library where books are interchanged between classes / sections
and students.
16 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
Two standard-sized classrooms can be to accommodate between 10,000 to
designated as a library by removing the inner 15,000 volumes. The size and seating
partition wall to organize Library and capacity of the Library or Reading Room
Reading Room in a Secondary or Senior would depend on the optimum number of
Secondary Schools. The Bureau of Indian students that a school usually admits. For
Standards (BIS) provides that a Secondary Reading Room, a provision of 10 sq. ft floor
and Senior Secondary school library building area per pupil is considered adequate.
should have a Stack Room, a Librarian’s However, where space is not available in the
Room and a Reading Room having a school, class room libraries and reading
capacity of seating 40 to 120 students at a corners may be setup. Details for setting up
time. The stack room should be big enough reading corners is available at Section 6.2.
Classroom Library
Although Library should be the focal centre of reading in the school, it needs to
extend to the classrooms as well. A strong interaction and understanding is
needed between the librarian and class teacher. Selective fiction books, non-
fiction, and reference material should find a place in every classroom under the
direct control and supervision of the class teacher and a student librarian of the
class.
These class libraries can be used by students who finish their class work or as loan
service for the class to supplement the books they read from the main library, or
when a teacher is absent and no other substitute can be arranged during that
period. The collection of these class libraries can be interchanged section-wise
and new ones added each year so that the class has a wide variety of reading
material available to them at any time. Dictionaries, atlases, globes and maps
should form a part of the classroom libraries.
4.2 Developing library as a ‘Learning Centre’
To develop library as a learning · A wide range of age appropriate and
centre, it is important to ensure culturally relevant books for children
that all children have access to books may be provided.
and the library has a wide variety · Collection of books may include
of collections. Here are a few storybooks, pictorials, newspapers,
suggestions to achieve this end: journals, magazines, reference books,
Ministry of Human Resource Development 17Vibrant Libraries
Stories help children be sensitive to the linguistic, social,
to learn about new religious and gender diversity of the
concepts, new ideas classroom.
and open up the
· Primers, textbooks and dictionaries in
windows of their
local and tribal languages may be
imagination.
considered while adding reading
material for the library.
biographies, autobiographies, · Books are to be displayed in open
dictionaries, encyclopaedias, audio shelves within the reach of children
visual material, as well as access to and to be leveled as per children’s
digital resources wherever possible. reading level.
· Newspapers and magazines popular · Children can be allowed to read
with the students may be provided. outside the library and encouraged to
· The collection should celebrate unity take books home to read.
in diversity by addressing inclusion of Ample Early Readers may be provided
the individual needs of all children and to support early literacy.
4.3 Processes for Management of Library
4.3.1 Why is Library Management Important?
Library plays a critical role in though library management may
developing in children the habit of seem like ‘extra work’, it is extremely
reading and contributing to their important to ensure an efficient and
overall literacy development. Even highly functional space where:
18 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
· Data of available books is maintained requirements of different students of
the school.
· Children and the teachers can find a
book with ease. · Framing student-friendly library rules.
· Reading area is well ear-marked. · Providing students equal access to all
· Process of check-in and check-out of library resources.
books is smooth · Making the library inviting and
Teachers who are entrusted with library comfortable with proper furniture and
responsibilities should encourage lighting etc.
children in managing the library and 4.3.3 Students’ Library Council (SLC)
in taking ownership of the libraries. At Any learning becomes an enrichment,
the same time parents, communities when it is constructed through
and SMC members can be involved. proactive engagement and the learner
For effective management of takes ownership of this learning and
libraries, the schools can constitute owns it. Children must be encouraged
a Library Management Committee to think of a library as their very own
and Students’ Library Council knowledge and reading space. A
(SLC). students’ Library Council (SLC)
4.3.2 Library Management Committee facilitates this process.
A Library Management Committee at The SLC is a group of children who
the school level may be constituted represent the students of the school
with the following composition: and support the school in library
management and functioning. They
i. Principal / Headmaster
support the teachers in maintenance
ii. One representative from each of
and management of the library. At the
the Subject Departments,
same time, a sense of ownership and
iii. Three to five student members responsibility is inculcated among the
from different classes to be library students towards the library.
captains.
The role of SLC is important for
iv. Librarian/Teacher(s) in-charge of keeping library functional and
library sustainable. SLC can support the
v. A member from SMC library in the following ways:
The mandate of Library · Keeping the library organised and clean.
Management Committee shall be - · Providing support to Library teacher in
· Developing a general programme of maintenance and display of books in
library services to suit the interest and the library.
Ministry of Human Resource Development 19· Encouraging other children to read cultivate in students a lifelong habit of
books and to use library reading.
· Providing support in checking in and · Organize all learning and teaching
checking out of books. materials within school to facilitate
· Helping younger children select books their accessibility, location and use.
The following points regarding SLC · Keep abreast of new learning
may be kept in mind: resources and publications.
· Appropriate representation of children · Liaise with outside agencies and
with equal participation of boys and information networks and encourage
girls. their use by the school community and
· The SLC members should be able to thereby extend the range of resources
read and write so that they can help in available in the school library.
check in / check-out of books (This is · Advise staff members in the selection
not necessary for grades 1 and 2 of appropriate reading materials to
children). enhance their work skills.
· Class teacher / library-in-charge · Recommend books and other reading
should help children in checking out material to the state selection
books.
committee to consider for selection
· SLC members should come to the and procurement.
library regularly.
· Catalogue reading material,
· Members of the SLC should be rotated supervise shelving of books /
so that each child can get an periodicals as per their sequence
opportunity to serve as a member.
· Issue books and reading material and
4.3.4 Role of library in-charge/ Librarian
maintain records
A school librarian has an important
· Maintain Reading Room and conduct
role to play in developing and
stock taking with the help of teachers,
managing the library, some of which
are - · Maintain conducive atmosphere and
· Provide access to a comprehensive decorum in the Library
range of learning materials in different · Prepare lists of books requiring
formats discarding, weeding or withdrawal.
· Promote the effective use of the library · Other functions in connection with
learning resources. improvement of School Library
· Promote and foster the enjoyment of services as may be entrusted by the
reading from the earliest age and Principal from time to time.
20 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
· Ensure Library Rules are followed for reading. If not libraries, reading corners
smooth functioning of Library. may remain open after school hours for
4.4 How to make Library functional students to read the books they have
been issued during school hours.
To make libraries functional and
vibrant, schools may take such steps · Where there is no librarian, one
as shown below: teacher in each school may be given
the additional responsibility as library
· Schools must devote a minimum of
in-charge for safe keeping of library
two periods in a week as library period
books, issuing them and receiving the
for every class.
books back from students.
· In case there is no separate library
· The teacher in-charge of the library
room, a reading corner may be
may be given relaxation from teaching
created so that children can easily
for two periods in a week.
access the books and read
· There should not be any penalty on the
independently as well as engage in
student or library in-charge teacher for
group reading activities.
any wear and tear of books by the
· For class projects, children should be students.
encouraged to look up reference
· School grant may also be used for
books in the library.
repairing of damaged books procured
· Children should be asked to write a from the library grant.
literature review of the book they read
from the library to help develop
analytical and writing skills.
· Children can also be asked to share a
story they have read with the other
children in class.
· During vacations or after school hours,
school library may be kept open for
students having keen interest in reading
as one or two library periods in the
entire week may not be sufficient for the
students to use reference books and do
curriculum related work in those
periods, or to have access to story
books for the sheer pleasure of
Ministry of Human Resource Development 214.5 Managing the Display and · The books should be displayed at the
Maintenance of Books eye level of the child. This becomes
· Books should be displayed in a way that more important for the primary grade
children can choose the book they like. section.
· Displaying the books with visible cover · Books should not be locked away or
pages further helps children chose kept out of reach of children in
their books cupboards or boxes.
· Displayed books should be rotated · Innovative and low-cost display
regularly so that children get method such as hanging books on
opportunity to read more and more strings or in foldable cloth or jute bags
books with pockets may be adopted.
· Multiple copies of the same title · School grant may also be used for
should be stacked behind one copy so arranging facilities for display of
that more titles can be displayed. books.
22 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
5. Library Activities
5.1 Need for Library Activities
Library activities play an important role
in generating interest and developing Teacher plays an
the habit of reading amongst children. important role in
T h e y h e l p t o b u i l d c h i l d r e n’ s encouraging students
to read library books.
engagement with the books,
contribute to the development of their
literacy skills, improves their
vocabulary and builds their happens in the story through
knowledge base. discussion on the picture, title etc.
5.2 Library Activities After the story is read, the children
Various library activities can be are expected to ask questions that
conducted both by the teacher and the encourage them to reflect on the
children: story, relate to their life and share
their thoughts.
5.2.1 For Primary Classes:
(ii) S h a r e d R e a d i n g : S h a r e d
The objective of a library at the level of
reading is important for early
primary classes is to engage children
literacy and most effective for
with books to support early literacy
Grade 1 and Grade 2 children.
and to expand their reading skills.
Some suggested activities are:-
(i) Read Aloud: The teacher reads a
story book to children and
encourages them to engage with it
through questions and oral
discussions. Children are
encouraged to predict what
When a teacher reads books to
children while simultaneously
bringing their attention to the text
and pictures of a book, the
children tend to match the spoken
words with the written word and
slowly try to read the book.
Through this process children
learn how teachers read the books
from left to right with expressions.
Ministry of Human Resource Development 23(iii) Paired Reading: Children read to enjoy reading in a related
one book together as a pair. This environment.
activity helps children to listen and After the reading activities,
support each other while reading. whether independently or with
Children learn from each other, the teacher, children can be
enhancing their own reading encouraged to think and
levels. The teacher during this time express their thoughts through
goes around in the library and talks activities such as those given
below:
to the pairs about what they have
read and asks them questions i. Summarizing the Story:
about their book. Children are encouraged to
summarize the story in about 5
Teachers should ensure that the sentences. Such an activity helps
reading levels of children in a pair them to think about the story from
are not so different that they are its beginning to its end. It also
not able to learn from each other. helps them in understanding and
differentiating between the
important and not-so-important
elements of the story.
ii. Title Tree: Children can be
encouraged to think of alternate
titles of the story, based on its plot
and characters. This can be done
through discussion while the
teacher draws the title tree on the
board.
Joy in th
e
Jungle
Katha
(iv) Independent Reading: Children Kud
Nanh
a Sura
j
Yatra
ura
ig
Mar Pesa al
are given an opportunity to read ukin
dra
na
ka
Kath a
the books by themselves. This Ghod Rangbhumi
activity increases children’s Swechc
ha
engagement and attraction Padh G
Palo
ai
Wom h
an
ug
thro es
towards books. th e A g
(v) Reading by older students to
younger students. Such an
engagement with peers help them
24 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
iii. Character Mapping: Children · To introduce children to complex
can be encouraged to identify the writing styles, metaphors and
main characters of the story and symbolism in the books.
their attributes. · To generate linguistic, reflective and
iv. Extending / rewriting the Story: critical perspective on writings.
Children can be encouraged to · To encourage children to write
either extend the story or rewrite it expressive and meaningful pieces of
by changing the end of the story or literature.
by changing the character or an
Various activities can be conducted in
event. They can further be asked
the library to engage children deeply
to write the new version and
with the books and develop the skills
display it on the wall.
mentioned above.
Children can be also asked to (i) Monthly Projects: In classrooms
share a story they have read with library books especially non-fiction
the other children in this class. can be used as reference books. For
v. Creating a newspaper of the class projects children should be
week - Children can write about encouraged to look up reference
the stories they have read in the books available in the library.
last week or month, in a way that it (ii) Talking hour: Children should be
becomes a newspaper of the encouraged to talk about the
library. books that they have read in
library. A designated time should
be assigned for the same.
(iii) Book Reviews: Activities like
talking hour can be concretized by
encouraging children to review
the books they read, beginning
from content comprehension to
critical appreciation.
5.2.2 For Upper Primary, Secondary
and Senior Secondary Classes
The major objective of a library in the higher
classes is:
· To expand children’s experience in
variety of literature through widening
the genres of books they read.
Ministry of Human Resource Development 25(iv) Book Making Activity: Children Shrestha Bharat, Constitution and
can be encouraged to be the fundamental duties, national
author and illustrate story books holidays, sports and famous
for primary grade children. This players around the world, Olympic
can help them channelize their and Common Wealth Games and
writing styles by creating tournaments, books related to art,
meaningful pieces of literature for culture and festivities.
an audience.
Language festivals,
monthly story-telling
sessions, reading
events and literature
fairs may be carried out
for promoting reading
(v) Integrating drama with library (vii) Get peers to prescribe books as
activities: Teachers can ask “book doctor” based on their
children to improvise scenes, interest where fond readers can
create plays and dramatize become “book doctors”.
situations from books to enhance (viii) The allotted library period can host
their engagement with books. a number of reading related
activities every month for example:
host a book quiz, play library
treasure hunt, battle of readers
(book-reading competitions
etc.), read books and write
review, spelling bee, essay and
poetry writing etc. for children
at all levels.
(vi) Theme based reading related
activities can be conducted round
the year. Some examples are books
related to Mahatma Gandhi,
Swachh Bharat Mission, Ek Bharat
26 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
6. Promotion of a Culture of Reading
Developing a culture of reading within · Sensitivity of teacher to the children’s
the school environment and the natural learning processes, to their
community becomes imperative as home backgrounds, and their
reading skills and habits are more individual differences and diversity in
likely to be sustained when they are classroom while fostering meaningful
fostered continuously within the and purposeful ways of engagement.
immediate environment of the child.
· A welcome space for parents and
community members in classrooms.
Promoting a reading
culture in the school is a 6.1 Creating a Literate / Print Rich
great way to get students Environment
interested, and
motivated to read. Bring colors to the library, but
make sure you bring children’s
world to the space called library!
To promote a culture of reading
among students, schools need to One of the major ways in which a
establish vibrant libraries as a learning library contributes to a child’s world is
centre, set up reading corners, and by exposing him / her to a room full of
create print rich environment. Overall, words. Exposing children to
schools should ideally provide the meaningful texts is an important step
following to create an environment in creating print rich environment for
conducive for promoting reading: children. For this, there should be
ample reading material displayed in
· A welcoming, caring and emotionally
the library. Such material encourages
safe atmosphere.
children to read and also creates a
· A warm pupil-teacher relationship. reading environment for children.
· A non-threatening, non-discriminatory Various child-friendly components
(irrespective of identity, gender, such as poem corners, message
religion, caste, race, language, place boards, theme boards, various charts
of birth etc.) non- exclusionary like class responsibility chart, mid-day
environment. meal chart, chart of stories etc.,
· Communicative spaces for dialogue, display boards (children’s writings,
open communication and sharing by drawings, collections, variety of texts,
teacher to child and child to child. pictures with captions, instructional
· Celebration of diversity and sensitivity material developed by teacher etc.)
to social differences – background, may be developed and displayed on
gender, caste, religion, class, walls at the eye level of children.
community, and literacy levels at home.
Ministry of Human Resource Development 276.2 Setting up Reading Corners · Creating a reading corner in the
A Reading Corner is different from a classroom requires space for keeping
library and is a part of the classroom and displaying books.
where books are easily accessible to · Classroom must be conducive for
the children. Reading Corners provide reading and writing with appropriate
opportunities for children to read lighting.
independently as well as engage in
· Books can be displayed in a variety of
group reading activities. They allow
ways.
freedom of mobility to children in class
along with choice of books from a · If any shelf or furniture is used the
range of attractively displayed books. teacher must ensure that it is safe for
children and books are within the
With the availability of reach of children.
reading corners children
can get into the world of · Activities and learning tasks should be
interesting stories, pictures, participatory.
books and other reading
· Bal Sansads (Child Cabinets) in the
materials.
schools may be given responsibility to
In developing a reading corner, the maintain the books in the reading
following may be kept in mind. corner.
28 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
SETTING UP READERS CLUB
Readers clubs can be set up in schools independently or with the help of National
Centre for Children's Literature (NCCL), a wing of National Book Trust India
(NBT).
Schools may follow various activities to enhance reading habit amongst children-
reading a story or poem, story-telling session, story writing, poetry writing, or
preparing a wall magazine etc.
6.3 Capacity Building of Teachers language lays the foundation for early
Teachers should understand what a reading and writing with development
good library is and what its objective of comprehension including multi-
is. For this, teachers should be lingual capabilities.
oriented regularly on the objectives · School heads should simultaneously
and aspects of library along with be encouraged to extend systemic
engagement with children through support towards the library.
reading activities. It is also important
· Along with face to face professional
that the teachers learn to manage the
development programs, Library
library to facilitate children’s reading.
Management Manuals should be
The focus of capacity building of
developed which will also help the
teachers could be on the following:
schools in further supporting the new
teachers and other staff.
6.4 Community Involvement
· Managing library and engaging the
children with books.
· Understanding the natural learning
behaviour of children and their home Schools need to raise community
learning environments through awareness and promote community
experiential methods. ownership on reading culture to
e n s u r e l o n g- t e r m i m p a c t a n d
· Understanding how the oral / spoken
sustainability. This can broadly be
Ministry of Human Resource Development 29done through community
Ek Bharat Shreshtha Bharat
participation and contribution. Some
Integration of Bhasha
of the measures for the same may be: Sangam with Reading
· Organizing collaborative community- Culture
wide reading events and literacy fairs Bhasha Sangam aims to
involving parents and community celebrate cultural, ethnic and
linguistic diversity by introducing
members.
school students to the regional/
· Organising monthly story-telling or local language of the paired
reading sessions in schools by State/UT to enhance linguistic
involving parents and community tolerance and respect, inculcate
members. interest in language and
reading and promote national
· Encouraging parents to read to their integration.
children at home, wherever feasible.
· Showcasing children’s
accomplishments (in reading, writing,
numeracy etc.) in community events.
· Facilitating scheduled meetings on a
regular basis with families and
community members to help promote
the active use of a library.
children themselves, who are adept at
· Connecting reading and writing with learning new languages and are very
parents, community life, festivals, sensitive to the nuances of accents and
current events and engagement with dialects. Through interactive games,
local knowledge needs. storytelling and story writing, children
· Facilitating crowd- sourcing step into a world of languages that
contributions in kind for library makes them aware of their own
development such as books, furniture, language abilities and encourages
lamps / lights, fan etc. them to learn more about their
heritage and about the people who
Further, two innovative steps could be
surround them.
helpful for community involvement in
promoting reading: Language festivals can promote
reading culture in the following ways:
6.5 Celebrating Language
Festivals · Children learn about diverse cultures
Language Festivals reinforce the spirit and languages through art making,
Ek Bharat Shreshtha Bharat. The key music and dance, drama, debate,
resources in this programme are the dialogue and folk literature
30 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
· Children get exposed to creative youth icons, alumni, parents and
writing such as poems, short stories college students offer their voluntary
and folktales based on their services in conducting various co-
imagination and experience. scholastic activities revolving around
reading for school children. Examples
6.6 Encouraging Voluntary
of such activities are:
participation
· Reading to children
This is an initiative to boost community
and private sector involvement in · Helping children with creative writing
Government-run elementary schools · Public speaking
across the country. Under this,
· Play acting
volunteers, including retired teachers /
government officials / professionals, · Preparing story books with children
Ministry of Human Resource Development 317. Monitoring Mechanism
· States will keep complete records of · GIS based mapping gives the
library books school-wise and these location of all schools along the
shall be uploaded on the UDISE+. length and breadth of the country. The
· Questions related to library grant and Report Card facility of the GIS system
library books have been incorporated also provides vital basic information
in UDISE+, Shagunotsav, District on the school. The report card is
PGI and bi-monthly reporting of generated by the information
Head Masters and Principals for provided in the UDISE+.
monitoring of grants and availability · Third party mobile based
of books in the school. application will be used to ensure
· States and UTs are to ensure regular accuracy of data provided through
visits to the schools by CRCs, BRCs UDISE+ system. The application has a
and DEOs and send reports on provision for crowd sourcing
utilisation of library grant and information through the feedback
availability of books on a common mechanism on interventions such as
platform to be shared by MHRD. Library Grant of Samagra Shiksha.
· Monitoring may be conducted This enhances transparency and also
regularly to check the progress of helps in validating the information
library grant utilisation, availability of thereby making it more robust and
library room, reading corners and credible.
other library related infrastructure in
schools and their usage.
Ø States / UTs are advised to nominate a State / UT Nodal officer who is a
single point contact person for MHRD for library and reading.
Ø Best stories developed by the States will be recognised and rewarded.
32 Guidelines for Promoting Reading in SchoolsGuidelines for Library Grant and Promoting Reading in Schools
Building an inclusive and joyful reading culture for children under Samagra Shiksha
8. Conclusion and way forward
This guideline has been prepared to administrators and students to make
encourage and motivate schools to develop reading a joyful experience and eventually
libraries and foster a culture of reading improve learning levels of children.
among school children, teachers and To take forward the joy of reading, a
community and at the same time, facilitate massive reading campaign for all schools
optimum utilization of Library Grant under will be launched in the coming year with
Samagra Shiksha. It outlines various competitions and month-wise activities for
activities for the various stakeholders, ie, the the whole year. Outstanding performances
States and UTs, School Headmasters / of the States will be given due recognition.
Pr i n c i p a l s , t e a c h e r s , e d u c a t i o n a l Happy reading to all.
Ministry of Human Resource Development 3334 Guidelines for Promoting Reading in Schools
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