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Signages:

During one school library assessment, I noticed something immediately: There was almost no signage. The library had books. It had shelves. It had students using the space. But there were very few signs telling students—and adults—how to navigate the library.

Questions I now ask:

• Where does a student look when they walk in?

• Can they immediately understand how the library is organised?

• Can they find a book independently?

• Does the space communicate that books are important?

The first change the school librarian made was to create signage and label the shelves. Now, the library suddenly looked brighter, more organised, and more intentional. Adults and children visiting the library started commenting, and the library felt more welcoming.

The books hadn’t changed. The walls hadn’t changed. The budget hadn’t dramatically changed.

Remember - The way the space communicated had changed - A library speaks before the librarian does. Signage is not decoration. We often think of signage as something functional: FICTION - NON-FICTION - REFERENCE

But good library signage can do much more. It can help children navigate independently.

It can invite browsing. It can create curiosity. It can communicate that the library is a place for discovery.

For example:

• Looking for a mystery? Start here.

• Want to travel without leaving the library? Check out the Geography section

• Books about animals, nature and our planet.

• What are you curious about today?

• Not sure what to read? Ask me.

And yes, you can make these beautiful. With tools such as Canva, even a librarian with no graphic-design background can create clean, attractive, and consistent signage.

But don’t let the design become more important than the purpose. Clear beats clever.

Don’t stop at the section sign

One mistake I often see is putting up large signs for different sections and stopping there.

Think about the student standing in front of a shelf. Can they tell what is there? Consider adding simple shelf-level signage:

• Adventure

• Humour

• Friendship

• Animals

• Indian Stories

• Graphic Novels

• Poetry

• Science

• Biography

You can also create temporary signs:

• New Arrivals

• Librarian’s Picks

• Students Recommend

• Books You Can Finish This Week

  If You Liked This… Try This

  These small interventions make the collection easier to enter. And that matters because choice is part of reading motivation.

Creating inexpensive reading corners

This is another lesson I have learnt through consultancy work. Schools sometimes think that creating a reading culture requires a complete library makeover.

New furniture, bean bags, designer interiors, expensive displays. Yes, that’s lovely, but you can certainly create cozy reading corners, if you have little OR NO budget.

Some ideas

• Move two chairs beside a shelf.

• Put a small basket of books near the entrance.

• Turn a table into a Book Discovery Table.

• Display books face-out.

• Use student recommendations.

• Create a reading corner beside a window.

• Put a handwritten note beside a book: “I couldn’t put this one down.”

A reading space doesn’t have to be Instagram-worthy. It has to be inviting enough for a child to stop, look, and pick up a book.

How do you explain your display budget?

When you are asking your school for money, don’t present a list of things you want to buy.

Present the purpose (Creating a reading culture) behind the expenditure. Some examples here:

• Instead of: “We need ₹5,000 for signage.” Say: “Clear signage will help students independently navigate the collection and discover books without always depending on an adult.”

• Instead of: “We need new display materials.” Say: “A book-display system will increase the visibility of the collection and make it easier for students to pick up books they might otherwise overlook.”

• Instead of: “We need comfortable seating.” Say: “We want to create a defined space where students can choose to sit and read for sustained periods.”

Your budget should answer three questions:

• What are we spending on?

• Why does it matter for students?

• What change do we expect to see?

The strongest library budgets are not shopping lists. They are arguments for learning.

Librarians need to be readers—not just managers of books.

Beautiful signage will not create a reading culture by itself. Furniture won’t. Displays won’t. Books won’t even do it on their own. The librarian remains the most important part of the environment. After years of working with librarians, one thing I have become increasingly convinced about is this:

You don’t have to read hundreds of books. But you need to read enough to be able to say:

“I read this recently, and I think you might enjoy it.”

“I haven’t read this one yet. What did you like about it?”

“What are you looking for today?”

They are invitations into a reading conversation.

Try these conversations -

Instead of: “Did you like the book?” Say, “What moved you? What made you think? What questions do you still have?

Instead of: “What is the book about?” Say, “What made you choose this one?”

Instead of: “You should read this.” Say, “What kind of book are you looking for?”

It’s OK for a Librarian to say, “I haven’t read this one. Tell me about it.”

That last sentence is particularly powerful. It gives the student the role of expert and encourages reluctant readers.

What can I change tomorrow?

If your library has a limited budget. Maybe you can start with one shelf. One sign. One display. One reading corner. One student recommendation. One conversation. One librarian reading a book where students can see.

These changes may appear small, but reading culture is built through hundreds of small signals that tell children: Books matter here. Your curiosity matters here. Reading belongs here. Wisdom grows slowly.

Walk into your library as if you were a child visiting it for the first time. Look around. Ask your students for recommendations and ideas. See what you would like your child to see and have in the library.

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From an early age, students should understand the difference between fiction and non-fiction, not only in terms of content but also in the purpose each serves. While fiction invites readers into imagined worlds, non-fiction helps them make sense of the real world. Teaching children how to navigate different types of non-fiction is just as important as helping them discover their favourite storybooks.

In 5 Kinds of Nonfiction, Melissa Stewart and Marlene Correia challenge the traditional notion that all informational books are the same. They introduce five distinct categories of non-fiction, each with its own purpose, structure, and reading experience.

I have learned about these categories and now we are teaching students the same through these picture books so students learn the differences of non-fiction books.

1. Traditional Non-Fiction

Traditional non-fiction provides a broad overview of a topic and is commonly found in large educational series. These books use clear, descriptive language and age-appropriate explanations to introduce concepts. They are especially valuable for building foundational knowledge and are often the first stop for students beginning research.

2. Browsable Non-Fiction

Browsable non-fiction is designed to encourage exploration. Rich illustrations, engaging layouts, infographics, photographs, sidebars, and fascinating facts allow readers to dip into sections that interest them rather than reading from cover to cover. These books are ideal for sparking curiosity and supporting focused research on specific topics.

3. Narrative Non-Fiction

Emerging in popularity during the 1990s, narrative non-fiction tells true stories using literary techniques commonly found in fiction. Frequently used for biographies, historical events, and scientific discoveries, these books feature real characters, a strong narrative voice, and chronological storytelling. While they offer memorable reading experiences, their story-based structure makes them less suitable as primary research resources.

4. Expository Non-Fiction

Expository non-fiction explains, describes, and informs while keeping readers engaged through innovative design and rich language. Rather than providing broad overviews, these books focus deeply on a specific topic, particularly in STEM and other specialised subjects. Their creative formats and engaging presentation make complex ideas more accessible and enjoyable.

5. Active Non-Fiction

Active non-fiction encourages readers to learn by doing. From experiments and craft books to coding guides and cooking manuals, these highly interactive books teach practical skills through step-by-step instructions. They make information meaningful by allowing students to apply what they have learned.

Narrative vs. Expository Non-Fiction

One of the most valuable contributions of Stewart and Correia’s work is their clear distinction between narrative and expository non-fiction. Narrative non-fiction presents facts through storytelling, while expository non-fiction organises information to explain concepts directly. Understanding this distinction helps educators and librarians recommend books that best match a student’s purpose—whether reading for enjoyment, conducting research, or building background knowledge.

The authors also explore the evolution of informational texts, explaining how the term has developed over time and why understanding text structures is essential for effective reading and learning.

Understanding Different Reading Preferences

Stewart also reminds us that students approach reading in different ways. Drawing on Louise Rosenblatt’s Reader Response Theory, she describes two reading stances:

• Aesthetic Reading: Readers immerse themselves in the experience of reading, focusing on enjoyment, emotions, and the story itself.

• Efferent Reading: Readers focus on gathering, understanding, and retaining information. They read primarily to learn.

Just as we celebrate students who love fiction, we should also value readers who naturally gravitate towards factual, information-rich books. Recognising these preferences enables educators and librarians to build more inclusive collections that reflect diverse reading interests and learning styles.

Building Better Readers

A balanced library is not simply one with an extensive fiction collection—it is one that offers a thoughtfully curated range of high-quality non-fiction. By introducing students to different kinds of informational texts, we help them become stronger researchers, more informed readers, and lifelong learners. Understanding the purpose and structure of non-fiction empowers students to select the right resource for the right task, an essential skill both inside and beyond the classroom.

Bibliography

Stewart, Melissa, & Correia, Marlene. (2022). 5 Kinds of Nonfiction: Enriching Reading and Writing Instruction with Children’s Books. Stenhouse Publishers.

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As librarians, we should create a safe space for our children to come and use the library whenever they want to use it! Children nowadays come from different backgrounds. It is very important to create a bond with the children. When children feel safe, valued, and important, they try to show the best classroom behavior.

Children get very attached to their teachers, especially at younger levels. I have seen children who are very stubborn at home but show simplified behavior in school. They listen to their teacher like a godmother. She is the one who is responsible for the child’s well-being. Hence, developing a human quotient from the early years is the most important job of a teacher. Apart from regular teaching, the teacher should take time to talk to each child.

As a librarian, I try to bring a human touch to my day-to-day routine library activities. For reinstating the human quotient, the most effective mode is storytelling. Stories create magic. It can help children develop humanity, sympathy, kindness, and problem-solving aptitude. Stories also develop concentration, and their attention span increases. Children can learn about famous people and their uniqueness, which is a good indicator in helping a child develop humanity.

Let’s give you an example of my library, where I started a bookworm club with my children. In the first class, I did an icebreaker where each one of them was supposed to group with another group member and speak about their happiness. Many of them were so happy to listen to this question about how a teacher was genuinely asking about their happiness. They happily talk about their happiness. Most of them were happy to come to the library, and there were books all around. At the end of the session, I did a reflection activity with them where they mentioned their happiness. I was satisfied that the purpose of the activity was fulfilled.

Let’s talk about morning tête-à-tête with our children. As a librarian, when a child walks towards the library early in the morning. Don’t set the rigid rule that the library can be used only during the library period. Always try to talk to the child and allow him/her to speak about an incident, a book, a dream, his passion, or maybe his happiness. When we allow the child to speak his mind, he can never feel alone, and that is the time when he starts sharing a bond with you, which lasts for the entire school life.

True happiness also comes when children feel valued and appreciated. One way to achieve this is by engaging children in multiple library activities. I organized the library of Manava Bharati India International School in my first year, where I wrote the shelf number on each book. Initially, it was difficult, but with my students’ help, the library was more organized! Now each of them can read the number on the book and put it in the correct column. Now, they come in their free periods and keep the books themselves. In fact, after our completion of work, I sometimes reward them with a handmade bookmark and a handmade card. As a result, they also have a motivation to come to the library, and thus they become more friendly towards the library and the books.

So, at the end, I would like to conclude that as a librarian, one must understand the needs of a child so that each one of them is considered as equal, as Jorge Luis Borges said, “ ‘I have always imagined that Paradise will be a kind of library.’. So make your library as lovely as a Paradise.

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The American Library Association also emphasizes using bulletin boards, exhibits, and displays as they help to attract readers’ attention. With a little planning, organization, and creativity can be put together to create wonderful displays. In many ways, they can add to your library.

• Community connection: Library boards can be created to inform all stakeholders about the upcoming or ongoing events of the library. Be it a celebration or an important day that students should know.

• Engagement: Almost all school libraries are facing the problem of “Reading Slump”. According to some sources, library displays and bulletin boards could be appealing to the students and motivate them to read or listen to books to overcome the reading slump.

• Book Promotion: New books always bring excitement. At times, holding them, smelling them brings pure joy. Bulletin boards are one of the wonderful ways to promote and persuade students to read books. Highlighted new arrivals, themed book lists, summer reading suggestions, and author spotlights keep boards fresh and dynamic. A little creativity and a bunch of new books’ covers can create wonders.

  

• Promoting Literacy Beyond the Page: Bulletin boards are secret weapons for passive programming, which further promotes passive learning. A well-planned and vibrant bulletin board will motivate students to take a pause and look at the board for a few seconds. Students sometimes find it exciting to contribute towards ‘Interactive Bulletin Boards’ by just leaving a post-it, a poem, or a correct answer.

• Visual Storytelling: Sharing the glimpses of the books curated for the students can be shared with them through these boards. A ‘blurb’ review or an incomplete ending will encourage students to explore books.

• Information Showcase: Beyond creativity, these bulletin boards are an integrated part of sharing information. Students’ work, important information that should be shared with the students, and even document display requirements can be fulfilled through library bulletin boards.

  

  We librarians think of several ways to promote reading and books, take steps to inculcate reading habits; bulletin boards can be one of the best and most reasonable options for us. Library bulletin boards are far more than decorative spaces – they’re powerful tools for communication, engagement, and learning when designed and used thoughtfully.

  ALA article link: https://www.ala.org/advocacy/intfreedom/librarybill/interpretations/exhibitsdisplaysbulletinboards

  Reading Slump:

  https://rdbooks.org/blog/what-do-when-youre-reading-slump

  Passive Learning:

  https://www.researchgate.net/publication/394118911_Re-visioning_Bulletin_Boards_A_Participatory_Approach_to_Assessing_Student_Learning_and_Experience

  Interactive Bulletin Board: https://www.whiteboardsandpinboards.com.au/benefits-of-interactive-whiteboards-in-classroom/?srsltid=AfmBOopvxRu9EqFgF-KVAseytncqBLZicogawxzUbl9mUqybfI1CxsCz

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Can librarians change the lives of their patrons? The book, What You Are Looking for is in the Library by Michiko Aoyama made me believe that it can. Of course, the protagonist of the book, Sayuri Komachi, was endowed with an almost mystical ability to read people’s souls. But I am convinced mere mortals like us can also make a difference.

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Reading has been credited with developing a whole gamut of skills — the more obvious ones being language skills. Reading also helps our brains in myriad ways: it helps fuel our imagination and boosts creativity. It broadens our minds and we step into different worlds and learn about people who are like us and also those who inhabit different worlds. Reading opens gateways to so much knowledge. Donalyn Miller expresses this so beautifully in her book, The Book Whisperer: “Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters - the saints and the sinners, real or imagined - reading shows you how to be a better human being.”

It is this last benefit that I want to talk more about — the power of reading to help the children who come to our libraries become kinder, more compassionate humans who seek to understand themselves and those they interact with.

A couple of years ago, as part of a project, I started writing a manual on how to read aloud. I sent it to my dear friend, Heeru Bhojwani, to read it and share her thoughts with me. She very kindly did so and we went on to write three more manuals together — one focusing on visual literacy, one on developing better writing skills, and the last on using picture books to build social-emotional skills in children (all these are available for anyone to download for free at www.librariansofindia.in/resources).

Picture books are uniquely positioned to support children’s emotional development. Unlike chapter books or novels, picture books offer something special: the interplay between text and illustration creates multiple entry points for understanding complex feelings and situations. A child who struggles to articulate their emotions might see themselves reflected in a character’s facial expression or body language. Another might connect with the words that give shape to feelings they couldn’t quite name.

The beauty of picture books lies in their accessibility and their depth. A well-crafted picture book can be read in one sitting, yet revisited again and again, revealing new layers with each reading. They create safe spaces for children to explore difficult emotions such as grief, anger, fear, jealousy, and so on through the comfortable distance of a story.

When we read The Invisible Boy by Trudy Ludwig, we’re not just reading a story—we’re opening conversations about loneliness, empathy, and inclusion. When we share Boo! When My Sister Died by Richa Jha and Gautam Benegal, we’re creating space to talk about grief and loss in ways that feel safe and manageable for young minds.

The questions we ask while reading with children can transform a story from entertainment into a tool for building empathy and emotional intelligence. Here are some conversation starters we’ve found particularly effective:

Before Reading:

• What do you notice about the character’s body language or face on the cover?

• What do you think this story will be about?

• What do you think the character needs right now?

During Reading:

• How is the character feeling right now? How do you know that?

• What would you be feeling if you were in their place?

• What problem is the character facing? What choices does the character have?

• Why might the character be acting this way? What might be happening that we can’t see?

After Reading:

• When have you felt like the character?

• Does this character remind you of someone in your life?

• How did this story make you feel?

These questions do more than check comprehension—they build the muscles of empathy and self-reflection.

For me, one powerful unlearning has been the idea that children need to be protected from difficult emotions in books. We often gravitate toward books with tidy resolutions and clear moral lessons. But children are living through complex realities—divorce, death, displacement, discrimination, mental health challenges. When we only offer them stories where everything works out perfectly, we’re not preparing them for life. We’re failing them.

The most powerful picture books don’t offer easy answers. They sit with difficult feelings. They show characters struggling, making mistakes, finding their way through. Books like Samantha Jane’s Missing Smile or Paati’s Rasam don’t minimize loss. They honor it while showing paths through grief.

As we use picture books to explore emotions with children, it’s essential to create an environment where they feel safe to share and reflect. Some ground rules can help: Listen with ears and hearts. All feelings are okay to have. Respect different experiences. Use “I” statements. When difficult moments arise during discussions, validate feelings first, redirect to the story when needed, and be prepared to follow up privately if necessary. Have support resources ready for children who might need additional help.

The conversation doesn’t have to end when you close the book. Some meaningful extension activities include: emotion journals where children connect their own experiences to characters they’ve read about; “What would you do?” scenario discussions that build decision-making skills; kindness challenges inspired by the stories; class interview projects where children talk to each other about feelings; and art responses to emotional scenes that allow for non-verbal processing. These activities help children integrate the social-emotional lessons from stories into their own lives, building the empathy and self-awareness that will serve them long after the book is returned to the shelf.

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Reading has been credited with developing a whole gamut of skills — the more obvious ones being language skills. Reading also helps our brains in myriad ways: it helps fuel our imagination and boosts creativity. It broadens our minds and we step into different worlds and learn about people who are like us and also those who inhabit different worlds. Reading opens gateways to so much knowledge. Donalyn Miller expresses this so beautifully in her book, The Book Whisperer: “Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters - the saints and the sinners, real or imagined - reading shows you how to be a better human being.”

It is this last benefit that I want to talk more about — the power of reading to help the children who come to our libraries become kinder, more compassionate humans who seek to understand themselves and those they interact with.

A couple of years ago, as part of a project, I started writing a manual on how to read aloud. I sent it to my dear friend, Heeru Bhojwani, to read it and share her thoughts with me. She very kindly did so and we went on to write three more manuals together — one focusing on visual literacy, one on developing better writing skills, and the last on using picture books to build social-emotional skills in children (all these are available for anyone to download for free at www.librariansofindia.in/resources).

Picture books are uniquely positioned to support children’s emotional development. Unlike chapter books or novels, picture books offer something special: the interplay between text and illustration creates multiple entry points for understanding complex feelings and situations. A child who struggles to articulate their emotions might see themselves reflected in a character’s facial expression or body language. Another might connect with the words that give shape to feelings they couldn’t quite name.

The beauty of picture books lies in their accessibility and their depth. A well-crafted picture book can be read in one sitting, yet revisited again and again, revealing new layers with each reading. They create safe spaces for children to explore difficult emotions such as grief, anger, fear, jealousy, and so on through the comfortable distance of a story.

When we read The Invisible Boy by Trudy Ludwig, we’re not just reading a story—we’re opening conversations about loneliness, empathy, and inclusion. When we share Boo! When My Sister Died by Richa Jha and Gautam Benegal, we’re creating space to talk about grief and loss in ways that feel safe and manageable for young minds.

The questions we ask while reading with children can transform a story from entertainment into a tool for building empathy and emotional intelligence. Here are some conversation starters we’ve found particularly effective:

Before Reading:

• What do you notice about the character’s body language or face on the cover?

• What do you think this story will be about?

• What do you think the character needs right now?

During Reading:

• How is the character feeling right now? How do you know that?

• What would you be feeling if you were in their place?

• What problem is the character facing? What choices does the character have?

• Why might the character be acting this way? What might be happening that we can’t see?

After Reading:

• When have you felt like the character?

• Does this character remind you of someone in your life?

• How did this story make you feel?

These questions do more than check comprehension—they build the muscles of empathy and self-reflection.

For me, one powerful unlearning has been the idea that children need to be protected from difficult emotions in books. We often gravitate toward books with tidy resolutions and clear moral lessons. But children are living through complex realities—divorce, death, displacement, discrimination, mental health challenges. When we only offer them stories where everything works out perfectly, we’re not preparing them for life. We’re failing them.

The most powerful picture books don’t offer easy answers. They sit with difficult feelings. They show characters struggling, making mistakes, finding their way through. Books like Samantha Jane’s Missing Smile or Paati’s Rasam don’t minimize loss. They honor it while showing paths through grief.

As we use picture books to explore emotions with children, it’s essential to create an environment where they feel safe to share and reflect. Some ground rules can help: Listen with ears and hearts. All feelings are okay to have. Respect different experiences. Use “I” statements. When difficult moments arise during discussions, validate feelings first, redirect to the story when needed, and be prepared to follow up privately if necessary. Have support resources ready for children who might need additional help.

The conversation doesn’t have to end when you close the book. Some meaningful extension activities include: emotion journals where children connect their own experiences to characters they’ve read about; “What would you do?” scenario discussions that build decision-making skills; kindness challenges inspired by the stories; class interview projects where children talk to each other about feelings; and art responses to emotional scenes that allow for non-verbal processing. These activities help children integrate the social-emotional lessons from stories into their own lives, building the empathy and self-awareness that will serve them long after the book is returned to the shelf.

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ಆದರೆ ನನ್ನ ಜೀವನಕ್ಕೆ ದೇವರು ಬೇರೆ ಯೋಜನೆಯನ್ನು ಇಟ್ಟಿದ್ದನು.

ಲೆಗಸಿ ನಿಧಾನವಾಗಿ ನನ್ನ ಜೀವನವನ್ನು ನಾನು ಊಹಿಸದ ರೀತಿಯಲ್ಲಿ ಬದಲಾಯಿಸಲು ಪ್ರಾರಂಭಿಸಿತು. ಮೊದಲಿನಲ್ಲಿ ಭಯ ಹುಟ್ಟಿಸಿದ್ದ ಈ ಸ್ಥಳವು ಕ್ರಮೇಣ ಕಲಿಕೆ, ಪ್ರೋತ್ಸಾಹ ಮತ್ತು ಆಶೆಯ ಸ್ಥಳವಾಯಿತು. ನಾನು ಬಹಳ ಚಿಕ್ಕ ಕೆಲಸಗಳಿಂದ ಪ್ರಾರಂಭಿಸಿದೆ. ಮೊದಲಿಗೆ ನಾನು ಕಲಿತ ಕೆಲಸಗಳಲ್ಲಿ ಒಂದು ಫೋಟೋಕಾಪಿ (xerox) ಮಾಡುವುದು. ನಂತರ ನಾನು ಲೈಬ್ರರಿಯಲ್ಲಿ ಪುಸ್ತಕಗಳನ್ನು issue ಮಾಡುವ ಕೆಲಸದಲ್ಲಿ ಸಹಾಯ ಮಾಡಲು ಆರಂಭಿಸಿದೆ. ಹೀಗೆ ದಿನದಿಂದ ದಿನಕ್ಕೆ ನಾನು ಹೊಸ ಹೊಸ ವಿಷಯಗಳನ್ನು ಕಲಿತು ಆತ್ಮವಿಶ್ವಾಸವನ್ನು ಗಳಿಸಲು ಪ್ರಾರಂಭಿಸಿದೆ.

ಆ ಸಮಯದಲ್ಲಿ ನಾನು ನನ್ನ 12ನೇ ತರಗತಿಯನ್ನು ಪೂರ್ಣಗೊಳಿಸಿರಲಿಲ್ಲ, ಮತ್ತು ಮತ್ತೆ ಓದನ್ನು ಮುಂದುವರಿಸುವುದು ಒಂದು ದೂರದ ಕನಸಿನಂತೆ ಕಾಣಿಸುತ್ತಿತ್ತು. ಆದರೆ ದೇವರು ನನ್ನ ಜೀವನಕ್ಕೆ ಸರಿಯಾದ ಜನರನ್ನು ಕಳುಹಿಸಿದನು. ನನ್ನ ಪ್ರಯಾಣದಲ್ಲಿ ದೊರೆತ ಅತ್ಯಂತ ದೊಡ್ಡ ಆಶೀರ್ವಾದಗಳಲ್ಲಿ ಒಬ್ಬರು ಬೃಂದಾ ಮ್ಯಾಡಮ್. ನಾನು ನನ್ನ ಮೇಲೆ ನಂಬಿಕೆ ಇಡದ ಸಮಯದಲ್ಲೂ ಅವರು ನನ್ನ ಮೇಲೆ ನಂಬಿಕೆ ಇಟ್ಟರು. ಅವರು ನನ್ನನ್ನು ಓದನ್ನು ಮುಂದುವರಿಸಲು ಪ್ರೋತ್ಸಾಹಿಸಿದರು ಮತ್ತು ಪ್ರತಿಯೊಂದು ಹೆಜ್ಜೆಯಲ್ಲೂ ನನಗೆ ಬೆಂಬಲ ನೀಡಿದರು. ಅವರು ಹೈಯರ್ ಗ್ರೇಡ್ ಶಿಕ್ಷಕರೊಂದಿಗೆ ಮಾತನಾಡಿ, ಪರೀಕ್ಷೆಗೆ ಹೇಗೆ ತಯಾರಿ ಮಾಡಿಕೊಳ್ಳಬೇಕು ಮತ್ತು ಹೇಗೆ ಓದಬೇಕು ಎಂದು ನನಗೆ ಮಾರ್ಗದರ್ಶನ ನೀಡಿದರು. ಅವರ ಪ್ರೋತ್ಸಾಹ ಮತ್ತು ಸಹಾಯದಿಂದ ನಾನು ನನ್ನ 12ನೇ ತರಗತಿಯನ್ನು ಯಶಸ್ವಿಯಾಗಿ ಪೂರ್ಣಗೊಳಿಸಿದೆ.

ಆದರೆ ನನ್ನ ಪ್ರಯಾಣ ಅಲ್ಲಿ ನಿಲ್ಲಲಿಲ್ಲ. ಶಾಲೆಯ ಮತ್ತು ಮ್ಯಾನೇಜ್ಮೆಂಟ್‌ನ ನಿರಂತರ ಬೆಂಬಲದಿಂದ ನಾನು ಹಿಸ್ಟರಿಯಲ್ಲಿ B.A. ಪದವಿಯನ್ನು ಮುಂದುವರಿಸಲು ಸಾಧ್ಯವಾಯಿತು. ಮತ್ತೆ ಬೃಂದಾ ಮ್ಯಾಡಮ್ ಮ್ಯಾನೇಜ್ಮೆಂಟ್‌ನಿಂದ ಅನುಮತಿ ಪಡೆದು, ನಾನು Library and Information Science Certificate Course ಮಾಡಿಕೊಳ್ಳಲು ಸಹಾಯ ಮಾಡಿದರು. ಒಮ್ಮೆ ಇಂಗ್ಲಿಷ್‌ನಲ್ಲಿ ಕೆಲವು ಪದಗಳನ್ನು ಕೂಡ ಮಾತನಾಡಲು ಕಷ್ಟಪಟ್ಟ ನನಗೆ, ಈ ಪ್ರಯಾಣ ಒಂದು ಅದ್ಭುತಕ್ಕಿಂತ ಕಡಿಮೆ ಅಲ್ಲ.

ಜನರು ಹಲವಾರು ಬಾರಿ ಹೇಳುತ್ತಾರೆ — ದೇವರು ನಮ್ಮ ಮುಂದೆ ನೇರವಾಗಿ ಬರುವುದಿಲ್ಲ. ಆದರೆ ನಮ್ಮನ್ನು ಮಾರ್ಗದರ್ಶನ ಮಾಡುವ, ಬೆಂಬಲಿಸುವ ಮತ್ತು ನಾವು ದುರ್ಬಲವಾಗಿರುವಾಗ ನಮ್ಮನ್ನು ಎತ್ತಿ ನಿಲ್ಲಿಸುವ ಜನರ ಮೂಲಕ ದೇವರು ನಮ್ಮ ಜೀವನಕ್ಕೆ ಬರುತ್ತಾನೆ. ನನ್ನ ಜೀವನದಲ್ಲಿ ದೇವರು ಲೆಗಸಿ ಕುಟುಂಬದ ಮೂಲಕ ಬಂದಿದ್ದಾರೆ ಎಂದು ನಾನು ನಂಬುತ್ತೇನೆ. ಇಲ್ಲಿ ಇರುವ ಶಿಕ್ಷಕರು ಮತ್ತು ಸಿಬ್ಬಂದಿ ಎಲ್ಲರೂ ತುಂಬಾ ದಯಾಳು, ಸಹನಶೀಲ ಮತ್ತು ಪ್ರೋತ್ಸಾಹಿಸುವವರಾಗಿದ್ದಾರೆ. ಅವರ ಬೆಂಬಲದಿಂದ ನಾನು ಶಿಕ್ಷಣದಲ್ಲೇ ಅಲ್ಲ, ಆತ್ಮವಿಶ್ವಾಸ ಮತ್ತು ಸ್ವವಿಶ್ವಾಸದಲ್ಲೂ ಬೆಳೆಯಲು ಸಾಧ್ಯವಾಯಿತು.

ಇಂದು ಲೆಗಸಿಯಲ್ಲಿ 14 ವರ್ಷಗಳ ನಂತರ, ನಾನು ಲೆಗಸಿ ಶಾಲೆಯಲ್ಲಿ Assistant Librarian ಆಗಿ ಸೇವೆ ಸಲ್ಲಿಸುತ್ತಿರುವುದಕ್ಕೆ ಹೆಮ್ಮೆಯಾಗುತ್ತದೆ. ನನ್ನ ಪ್ರಯಾಣವನ್ನು ಹಿಂದಿರುಗಿ ನೋಡಿದಾಗ ನನಗೆ ತುಂಬಾ ಕೃತಜ್ಞತೆ ಮತ್ತು ವಿನಯ ಭಾಸವಾಗುತ್ತದೆ. ಲೆಗಸಿ ನನಗೆ ಕೇವಲ ಒಂದು ಕೆಲಸದ ಸ್ಥಳವಲ್ಲ; ಅದು ನನ್ನ ಜೀವನವನ್ನು ರೂಪಿಸಿದ, ನನ್ನ ಶಕ್ತಿಯನ್ನು ನನಗೆ ತಿಳಿಸಿದ ಮತ್ತು ನಾನು ಎಂದಿಗೂ ಊಹಿಸದ ಅವಕಾಶಗಳನ್ನು ನೀಡಿದ ಸ್ಥಳವಾಗಿದೆ.

ಇಂದಿಗೂ ನಾನು ಪ್ರತಿದಿನ ಕಲಿಯುತ್ತಾ ಮತ್ತು ಬೆಳೆಯುತ್ತಾ ಇದ್ದೇನೆ. ಇಂತಹ ಪ್ರೋತ್ಸಾಹಕರ ಮತ್ತು ಬೆಂಬಲಿಸುವ ಸಮುದಾಯದ ಭಾಗವಾಗಿರುವುದಕ್ಕೆ ನಾನು ತುಂಬಾ ಧನ್ಯ ಮತ್ತು ಭಾಗ್ಯಶಾಲಿ.

ಲೆಗಸಿನನ್ನಉದ್ಯೋಗವನ್ನುಮಾತ್ರಬದಲಾಯಿಸಲಿಲ್ಲ — ಅದುನನ್ನಜೀವನವನ್ನೇಬದಲಿಸಿತು. ನನ್ನಮೇಲೆನಂಬಿಕೆಇಟ್ಟುಈಪ್ರಯಾಣದಲ್ಲಿನನ್ನಜೊತೆಗೆನಡೆದುಬಂದಎಲ್ಲಅದ್ಭುತವ್ಯಕ್ತಿಗಳಿಗೆನಾನುಸದಾಕೃತಜ್ಞಳಾಗಿರುತ್ತೇನೆ.

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Ours is a residential school where students follow tightly packed schedules, leaving them with very little idle time. Yet, there is one space where time seems to slow down—the library. Coming from a metro city and stepping into a residential school environment for the first time, I was pleasantly surprised to see students waiting eagerly outside the library doors or constantly looking for the librarian. That quiet enthusiasm spoke volumes.

World through Books

Very soon, I began noticing something truly special—students carried books everywhere. In the dining hall, many were more absorbed in their books than their meals. That image, of a student lost in a story amidst the everyday routine, stays with me. It’s this quiet passion that inspires me every day—to do more, to offer more, and to keep the library alive with possibilities.

Readers’ Choice

To make the library more student-driven, I introduced a simple idea—a Book Wish Jar. Students could drop in the titles they wanted to read, giving them a voice in shaping the collection. What followed was incredible. The books we added based on their suggestions barely stayed on the shelves. They moved quickly—from display racks to eager hands. The more we added, the more they read. And the wish jar? It never stayed empty for long. Even though the library remains open throughout the week, from Monday to Sunday, it still doesn’t seem enough to satisfy their curiosity.

Crafting Our Book Collection

For me, collection development begins with observation—quietly understanding what readers are drawn to. Before turning to catalogues or book lists, I look at the shelves themselves. The worn-out spines, the frequently issued titles, the books that rarely return to their place—these tell their own stories. They reveal patterns of interest, favourite genres, and beloved authors.

This naturally led to careful weeding. Books that had served their purpose, especially those physically worn out, were replaced—not discarded thoughtlessly, but renewed thoughtfully. Familiar stories returned in fresh editions, keeping their charm alive.

The Book Wish Jar soon became central to this process. It transformed the collection into something more collaborative—built not just for students, but with them.

Taking it further, we introduced students to local book fairs. Watching them explore, choose, and engage with books in those spaces gave us deeper insights into their evolving tastes. Their excitement was contagious, and their choices were revealing.

With this understanding, the collection grew organically. Alongside popular fiction, we strengthened our non-fiction section—focusing on areas like PYP themes, ATL (Approaches to Learning) skills, mental health awareness, digital literacy, and learner profile development. This ensured the library supported both enjoyment and meaningful learning. Teacher recommendations also played a vital role. Their inputs helped us build a strong reference section, connecting classroom learning with wider reading opportunities. In the end, this journey has been less about selecting books and more about building connections—between readers and stories, curiosity and access, and learning and imagination.

Reading Race

Every month, we celebrate our Star Readers—students who read and review the most books. Their photos are displayed proudly on digital boards, creating a buzz across campus.

Some students read as many as 22 books in a month, while others read 18, 11, or even 7. The numbers vary, but the enthusiasm remains the same—and that’s what truly matters.

What made this even more special was how this culture began to influence teachers. Soon, they too joined the Star Reader board. And that’s when things got interesting—a friendly competition began. Students tried to outread their teachers, and teachers did their best to keep up. It became a joyful, motivating race that brought the whole community together.

Readers in the Spotlight

As a librarian, I constantly look for new ways to nurture this love for reading. One such initiative is Book Ambassadors, where students read a book, review it, and share a selfie with it.

Sometimes, I reward them with handmade bookmarks; other times, with fun tattoos. These small gestures go a long way in making the library feel warm, welcoming, and personal.

We also introduced a house-based reading challenge, where house points are awarded monthly based on participation in the reading race. It adds an extra layer of excitement and teamwork.

Beyond the last page

At the heart of it all, this is not just about books sitting on shelves. It’s about creating a space where stories come alive, where imagination finds room to grow, and where reading becomes more than a habit—it becomes a part of who these students are. And in the middle of their busy schedules, that quiet relationship between a reader and a book continues to thrive.

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Library in Context

Sunbeam English School-Bhagwanpur (BGN) is situated in Varanasi, an ancient seat of learning. Embedded in a city that is rich in heritage and cultural diversity, the school library’s mission is to be a safe and friendly harbour where students value curiosity, creativity and learning as their lifelong companions through the written medium, and in the process, they get ample opportunities to develop HOT skills. The ultimate aim with this end in mind is to equip young learners to be self-confident and independent navigators in the new world of data overload and artificial intelligence.

Core Library Programs

The library programming is rich, varied, and inviting for young minds--both traditional and experimental. Story-telling for the younger students is a standard operating feature during library sessions and students become familiar with book structure and classification with the library-teacher as the disseminator of information. Older students interpret well-known and popular stories independently on stage under library-teacher supervision and guidance. For instance, a book of fiction is expanded and transformed into performative reading where students do dramatic enactment, select wardrobe, props and music with library-teachers assistance to encourage subtle interpretation of author intent and rendered meaning. Scripts are adapted with the student screenwriter’s voice present to incentivize student agency whether it is a scene from _Julius Caesar_, _Matilda_, or a book of classical English fiction. In the case of the latter, the members of the audience were peers who witnessed Oliver Twist and Charles Dickens in traditional costume engaging with one other on stage in a spirited dialogue about social justice.

Writing and Reading Initiatives

Since reading and writing go like hand and glove, a successful initiative of the library was to inspire first-time young student authors to encourage a novel which would be published through a leading children’s writing platform. For reading celebration events, the library is the central hub featuring field trips to local bookstore events with well-known children’s authors. Students enjoyed taking selfies with their favourite books while an aspect of the book’s draw.

Special Projects and Collaborations

The members of the Hosteler’s Reading Club researched a historical biography on acclaimed Hindi writer Munshi Premchand whose birthplace is in Varanasi. The culminating project was a presentation and the guided reading of one of his lesser known short stories. In commemoration of Premchand’s birthday, Hindi teachers of our school escorted students to the birthplace which hpuses a museum with primary sources in view to digest and savour showing that the library acts as a conduit for inter-departmental coordination and programming.

Community Events and Impact

The library also hosts multiple book fairs throughout the year where student volunteers assist in the successful execution of the outlined activities. All in all, Sunbeam School--BGN’s commitment is to holistic literacy.

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When evaluation news hit our IB PYP school, we dug deep. We read articles, blogs, and interviews about what IB wants. I checked my own work many times. Was I ready? Here is what I learned from going through our PYP evaluation.

Library Integration and Displays

Just before the visit, our whole team finished IB certification. I took Category 3 for the librarian role. The training taught us to mix multilingualism and multiliteracies into daily work.

I started with the library display. Our space is called “Knowledge Hub.” I added signs in Hindi, Kannada, French, and Spanish. These match our school’s offered languages. The bright signs shout multilingualism to everyone who walks in.

We held storytelling sessions in all four languages. The children loved hearing tales in their home tongues. For the New Year, we asked learners to write resolutions in any language they chose. We made a huge word wall with them. It looked colorful and made every child feel part of it.

To build multiliteracies, we added two digital tools. GetEpic is a fun app for pleasure reading and quick research. Kids search and find books in seconds. Common Sense Media teaches digital literacy and well-being lessons. It shows how to stay safe and kind online. Since I teach AI ethics, these tools help students read, think, and create responsibly across all platforms.

Collection Development

The entire soul of the library is the collection—yes, the balanced and diverse resources that we develop consciously over a period of time. In IB, student agency matters the most; therefore, to empower students’ voice and choice, we share a Google Form with the students so that they can also provide their reading choices. The same Google Form is shared with the teachers as well. This form is not just for books but also for skill development workshops - Note-making, citations, primary and secondary resources etc. that students and teachers suggest or recommend. This actually helps us plan our calendar well.

Apart from the regular reading collection, we develop ATL and Learner Profile resources. The library budget must be well spent; therefore, when it comes to procurement, we have to be very mindful in spending. For ATL resources, I refer to the Follett Destiny suggested list; for Learner Profile, I refer to Susan Powers’ PYP Teaching Tools suggested list. For Indian language development, Pratham Books are the best place because they provide books on level-based reading, so you can procure books as per your readers’ proficiency level. Storyweaver by Pratham is an online resource centre where you can find books in many foreign languages. For a few titles that we want to choose for the multilingualism collection, we download and print the books and keep them in the library since they are not available in print. Though Storyweaver comes under Creative Commons license, we still obtain the publisher’s permission for all printed copies. We did this to showcase our learners being principled and following academic integrity with due credit to the source. These are the few methods I use for my collection development for the evaluation visit.

Evaluator Focus Areas

Self-Study Document: They read every page. Know the IB programme standards and practices by heart. Be clear on your school’s status—developing, authorised, or excellent.

Library Sessions: They watched lessons in the library. My class on spotting misinformation got good feedback. But they said to keep core sessions here, even if we go to classrooms sometimes, like in Category 3 training.

A Typical Library Day: Show how your library pushes the PYP curriculum. Talk about planning with teachers, teamwork, and how you design sessions.

Sparking Inquiry: Do you join collaboration meetings? Can you name the current unit, its lines of inquiry, and key concepts? With our focus on ATL skills through PDP, they asked how we build thinking, research, and more.

Transdisciplinary Integration: Give fresh examples. Link library work to classroom units. Real stories from classes prove it best.

Aha Moments: Share student reflections. Show note-making samples, citations from research, or skill growth.

Challenges: There is no official library scope and sequence like for maths or science. This is tough but good. It lets us build plans at the learner’s pace.

Displays Make the Biggest Impact

The evaluators toured the library first. They loved it: neat fiction and non-fiction sections, books tied to current units, learner profile posters, ATL skill boards, and walls full of student work. Think reflections on skills, note-taking examples, academic integrity posters, multilingual stories from Library Week, and more.

Pro Tip: Your displays do the talking. They show impact without a single word.

These lessons prepared me well. I hope they help you face IB scrutiny with confidence.

Acknowledgment:-

Rephrased my thoughts using Perplexity.

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We’ve all experienced this moment—scrolling endlessly through a streaming platform, overwhelmed by choice, until we give up and watch nothing at all. It’s a familiar frustration of modern life.

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I began noticing the same feeling inside my school library.

Students would walk in, browse the shelves, pick up a book or two, hesitate… and then quietly put them back. Many left without borrowing anything. At first, it was tempting to label this as a lack of interest in reading. But something about that explanation didn’t feel right. So instead of assuming, I chose to observe—and to listen.

That decision led me to design thinking, and what followed changed the way I approached reading engagement entirely.

The Real Problem Wasn’t Apathy — It Was Anxiety

The first stage of design thinking is empathize. For me, this meant understanding how students actually felt when choosing books.

I used a Reader Identity Quiz to capture their experiences. The responses were revealing. Students wanted to read, but many felt unsure, confused, or anxious during the selection process. They struggled to identify books that matched their interests and worried about choosing the “wrong” book.

This insight reframed the problem completely.

The issue wasn’t a lack of interest—it was overwhelm.

With this clarity, I moved into the define stage and articulated the challenge more accurately:

Students feel overwhelmed while choosing books and sometimes leave without borrowing anything.

This led to a guiding question that anchored the entire process:

How might we help students independently find books they enjoy, without feeling confused or rushed?

Small, Human-Centred Changes Made a Big Difference

During the ideation and prototyping stages, I explored simple, low-cost ideas, including book speed dating, scavenger hunts, quizzes, book bingo, and genre familiarization activities.

Rather than redesigning everything at once, I chose a few ideas to test:

• Book Speed-Dating sessions, where students explore multiple titles quickly and without pressure

• Engaging book-promotion emails, spotlighting different books and genres

The goal was simple: could small changes shift student behaviour?

When I analysed borrowing data through the Library Management System, the results were encouraging. Book borrowing increased. Students browsed with greater confidence and began experimenting with new genres.

One strategy stood out more than all the others.

Book talks—short, student-led presentations after reading—had a powerful impact. They ensured authentic reading while helping students connect with stories on a personal level. Hearing peers talk about books made reading feel accessible, relevant, and human.

This experience reinforced something important for me: I didn’t want to write about design thinking—I wanted to live it. Observing, experimenting, reflecting, and iterating alongside students made the process meaningful and real.

Imperfect Prototypes Are Part of the Process

Reflection is a vital part of design thinking. While the results were positive, I noticed a limitation—because participation was optional, not all students engaged.

Instead of viewing this as a failure, I treated it as valuable data.

It showed me that meaningful impact required a clearer structure and intentional participation. This insight guided the next iteration.

When Structure Supports, Not Controls

In Version 2 of the program:

• Reading library books became compulsory for the cycle

• Students completed three choice-board reading activities

• Expectations were clearly communicated and supported

This wasn’t about enforcing reading. It was about guiding students toward confident choices.

The shift was visible. Students became more intentional, more reflective, and more aware of their reading preferences. Instead of navigating the library with uncertainty, they began exploring with purpose.

Reading as a Journey of Discovery

This journey reminded me that design thinking isn’t about finding a perfect solution. It’s about staying in a continuous cycle of:

• listening deeply

• experimenting bravely

• reflecting honestly

• improving thoughtfully

Through this process, the library evolved from a space that simply stored books into one that actively invited curiosity, inquiry, and meaningful reading experiences.

The next step is to involve students even more—co-creating displays, recommending books to peers, and designing reading experiences together.

Slowly, students are beginning to see reading not as a requirement, but as a personal journey of discovery.

And that, to me, is the most powerful outcome of all.

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Started in 2016, the National Jarul Book Award is a children’s choice award that celebrates contemporary Indian picture books. What makes this award special is its democratic approach—children are active readers and decision-makers. A group of educators works with students from Grades 5 and 6 to read, review, and shortlist picture books based on set criteria. These shortlisted titles are then shared with schools across India. Students from Kindergarten to Grade 6 read the nominated books and vote for their favourite. The journey culminates in a joyful award ceremony in January, celebrating the winning author, illustrator, and publisher, along with participating schools.

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As a registered participating school, our library at Oakridge International School, Bengaluru was proud to be part of this national reading initiative.

Reading and Reflecting in the Library

During regular library periods, we introduced students to the shortlisted books through engaging read-aloud sessions followed by guided discussions. This year, the titles explored were:

• Kud Kud Kumbha by Samita Aiyer & Vijaya Chakravarty, illustrated by Ambika Karandikar

• No Is a Good Word by Bharti Singh, illustrated by Urvashi Dubey

• Why Are My Words Tangled? by Mamta Nainy, illustrated by Gauri Shilendran

Each session encouraged students to listen attentively, share their thoughts, and connect the stories to their own experiences.

Kud Kud Kumbha was a joyful and energetic read-aloud that immediately engaged students. Before opening the book, we invited children to observe the cover and predict the story. The question, “What do you think a Kud Kud Kumbha is?” sparked curiosity and excitement. As the story unfolded, students delighted in the rhythmic sounds, lively characters, actions, and vibrant illustrations. They shared new words they learnt and discussed the Sahyadri—also known as the Western Ghats—locating Dongarwadi on the map of India. The story opened conversations about community life, people, movement, and shared joy.

No Is a Good Word led to meaningful conversations about feelings and boundaries. Students discussed why it is important to say “no” when something does not feel right and shared examples from their own experiences. The book helped reinforce confidence, self-expression, and respect for others’ choices, all within a safe and supportive discussion space.

Why Are My Words Tangled? was a sensitive and impactful story that touched many hearts. Students reflected on how it feels when words do not come easily and spoke about moments when they found it difficult to express themselves. The discussion focused on empathy, patience, and the importance of listening—reminding students that every child is unique and communicates differently. Anticipating questions around stuttering, we prepared in advance by doing our own research and consulting with the school counsellor, ensuring that the conversations were informed, respectful, and reassuring.

Young Readers, Real Choices

The journey concluded with students casting their votes for their favourite book. This was a powerful moment, as students realised that their opinions truly mattered. Some found themselves in a delightful dilemma, having enjoyed all three stories and finding it hard to choose just one. One class even suggested marking their index finger with ink—just like in real elections—which added excitement and joy to the voting process.

By participating in the Jarul Book Awards, our students became part of a larger national reading community, joining thousands of children across India in celebrating stories that resonated with them.

As we now await the final results, there is a sense of excitement and pride. Through initiatives like the Jarul Book Awards, reading in our library becomes more than an activity—it becomes a shared, joyful, and empowering experience where children’s voices are heard, valued, and celebrated. This is why we warmly recommend other schools participate in the Jarul Book Awards, to make reading joyful, meaningful, and deeply engaging while giving children a genuine voice.

With Gratitude

We extend our heartfelt thanks to the Jarul Book Awards team for creating such a thoughtful and inclusive platform that nurtures a love for reading and honours children’s voices. It has been a meaningful and enriching journey for our students and our school community.

Anita, Librarian, Oakridge International School, Bengaluru

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As a librarian, from the beginning of my academic journey, I have encountered many forms of read-alouds, expressive reading, dramatised narration, and interactive storytelling. Yet, I often wonder: what if stories are presented in a way that stays with students long after the session ends?

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In Kerala (and perhaps in other states as well), there exists a traditional art form called Kathaprasangam—a captivating blend of storytelling and performance. It is typically a solo act in which the performer narrates a story using voice modulation, facial expressions, and gestures, often accompanied by musical instruments that enhance the emotional impact. The storyteller moves seamlessly between characters and emotions, bringing the narrative vividly to life. Having performed Kathaprasangam myself once, I frequently find myself reflecting during library sessions on why this same immersive energy cannot be brought into read-alouds.

This reflection led to a new idea—transforming a simple story reading into an experiential session.

Recently, our library hosted a musical read-aloud of Zakir and His Tabla by Sandhya Rao, a story that traces Zakir Hussain’s journey from a young boy fascinated by rhythm to a world-renowned tabla maestro. To make the session more engaging, we introduced real-life elements into the experience. Students from Grades 1–2 explored how the tabla functions not merely as a musical instrument, but as a medium of storytelling. By echoing rhythmic syllables—dha dhin dhin na—they actively participated in the narrative flow, discovering how sounds and beats can convey emotions just as effectively as words.

The session demonstrated how reading can extend beyond the page to become a multisensory experience. By blending rhythm with narration, students connected literature with cultural practice, deepening their appreciation of Indian classical music and its expressive possibilities. What began as a read-aloud soon transformed into a rhythmic celebration. For days afterwards, the echoes of dha dhin dhin na filled the corridors, clear evidence that the story had truly come alive for them. Such moments also nurture listening skills, empathy, cultural awareness, confidence, curiosity, and joyful participation.

As librarians and educators, our aim should be to create moments that children remember—learning experiences that engage their senses and imagination. While expressive reading is powerful, incorporating real-world elements such as instruments, sounds, or actions can make storytelling even more impactful. This is reminiscent of an earlier session with our Junior–Senior KG learners, where simple sound variations were used to teach Row, Row, Row Your Boat. Even now, they recall and sing it joyfully, a small but meaningful reminder of how sound, rhythm, and experience can anchor learning in memory.

Such creative approaches remind us that teaching is not only about sharing stories, but about living them alongside our learners. When read-alouds evolve from narration into experience, they bridge imagination, culture, and emotion—transforming reading into a journey that children carry with them long after the story ends.

Sunisha S. Nair, Academic Librarian at Aarth Universal School.

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In India, about 1 in 10 people (10.6%) experience a mental health condition. Among youth aged 18–29, 7.3% face overall mental morbidity. The NCERT Survey (2022) reported that 11% of students experience anxiety, 14% face extreme emotions, and 43% have mood swings.

NEET (Not in Education, Employment, or Training) youth are particularly vulnerable due to stigma, economic stress, and poor access to care. A NIMHANS study found that around 23% of Indian schoolchildren have significant mental health issues, including anxiety, depression, and behavioral disorders.

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To foster mental health awareness, promote inclusivity, and strengthen our sense of community, the Counselling Cell of Don Bosco International School, collaborates each year with the Teacher-Librarian to design meaningful learning experiences around a chosen theme during Mental Health Awareness Week (October 4–10), in alignment with World Mental Health Day on October 10.

Last year, our theme focused on Bullying Awareness and Empathy. After listening to the read-aloud of the book Stand Tall, Molly Lou Melon by Patty Lovell, students explored the importance of kindness, confidence, and standing up for others. They discovered how their voices and actions can make a difference by choosing to be “upstanders” instead of “bystanders”. Across grade levels, learners engaged in age-appropriate reflections and creative activities–some grades celebrated their individuality through the “mirror of uniqueness” templates, others shared how Molly Lou inspired them to be brave and compassionate, while another grade discussed ways to make their classrooms more welcoming and supportive for everyone.

This year’s theme centered on Hope. Drawing inspiration from Yasmin’s Hammer by Ann Malaspina, students reflected on perseverance, dreams, and the power of optimism. Some classes expressed their hopes and aspirations on a “Ray of Hope” chart, while others explored the inspiring qualities of Yasmin that they wished to embody, presenting their reflections creatively on book-shaped leaflets, while other grades expressed their aspirations to grow into kinder, more compassionate individuals, adding their thoughts to brick cutouts on a “Wall of Hope”

Next year, we plan to focus on the theme of “Inclusivity”-- understanding what it truly means to create spaces where everyone feels valued, respected, and supported. We plan to engage students in meaningful discussions and activities that highlight the importance of including every learner – both in the classroom, on the playground and in their communities.

Through these library-led initiatives, students not only deepened their understanding of mental health and emotional resilience but also discovered how stories, discussions, and creative activities can inspire small acts of kindness, courage, and hope – positively influencing their peers and the wider school community.

Few Resources:

• Pratham List for understanding Feelings

• Better kids SEL list of titles

• The Kids’ A-Z of Emotional Regulation and Wellbeing: The Kids’ Books of Social Emotional Learning

• Books on Identity by Richa Jha

• Books by Daffodil Lane

• Books by Toka Box

• Resources by Veerajna

By: Maruska Desouza, IB Teacher-Librarian, Don Bosco International School

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Non-fiction books explore real people, events, ideas and places. They aim to inform, explain or persuade the readers by using facts and evidence. For elementary readers it opens to a wider world and is connected to various units.

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Why Teach Non-Fiction?

1. Inquiry Skills: Students learn to research, question, analyse.

2. Real-World Links: Connects learners to global issues (climate, cultures).

3. Literacy Growth: Boosts comprehension, vocabulary (e.g., science terms).

4. ATL Skills: Develops thinking, communication, and research.

Different Genres Of Non-Fiction

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According to Melissa Stewart, there are different genres of Non-Fiction:

1. Active Non-Fiction - Books that teach a skill - how to books, cookbooks, experiments

2. Browseable Non-Fiction - Lots of pictures, eye-catching design, can be read in any order

3. Traditional Non-Fiction - Overview of a topic, descriptive text structures

4. Expository Literature - Has a focused topic presented in a creative way

5. Narrative Non-Fiction - Tells a story - biography, memoirs

Teaching Elements of Non-Fiction

1. Headings/Subheadings: Guide readers through topics.

2. Index/Glossary: Tools for navigating terms.

3. Images & Captions: Photos, diagrams boost understanding.

4. Bold Text/Labels: Highlight key information

5. Graphs/Charts: Visual data representation.

6. Table of Contents

Together, we can help students explore the diverse world of nonfiction and understand the elements that bring factual writing to life. Some of the activities or engagement that can be used to teach non-fiction elements along with its types are:

1. Book Sort: Mix fiction and nonfiction picture books; students decide which are “real” and which are “pretend.”

2. Scavenger Hunt : a Nonfiction Scavenger Hunt is one of the most powerful and fun ways to help students actively discover and internalize nonfiction text features and types.

3. Non-Fiction Bingo: Bingo is another super engaging and low-prep way to help students explore nonfiction text features, structures, and types.

4. Word Search: Word Searches are another simple yet powerful way to help students internalize the language of nonfiction — the vocabulary of text features, structures, and types — while keeping learning fun and active.

5. Quiz: quizzes and flashcards are perfect for making nonfiction learning interactive, reflective, and inquiry-driven — while reinforcing vocabulary, text features, structures, and types of nonfiction writing.

6. Name That Feature : Identifying nonfiction text features.

More activities are mentioned on Melissa Stewart. She has also mentioned a list of books and resources that can be used.

In an elementary library, nonfiction opens doors to curiosity and wonder — helping young readers see the real world with informed, inquisitive eyes. By nurturing this love for facts and discovery early on, we empower students to become lifelong learners and thinkers.

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The SAIBSA Job-Alike brought together teachers, coordinators, specialists, and even a few principals. It catered to the diverse roles within an IB school, creating a collaborative space for shared learning.

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The librarian Job-Alike served as a valuable platform for professional growth, focused on the sharing and enhancement of knowledge. Participating librarians attended two sessions. This time at NES International School, the Librarian’s Share-Alike day was divided into two sessions.The first half of the day, Ketki Bedekar from École Mondiale World School, Mumbai, presented and conducted a Comprehensive Discussion of the IB’s Best Practices: Ideal library. I, Maruska Desouza from Don Bosco International School, Mumbai, led the second session, presenting on Academic Integrity, The Evolving Role of the Teacher-Librarian, and Professional Development Resources for Librarians.

Ketki Bedekar’s session provided a vibrant and interactive space for professional dialogue. It began with an engaging “donut strategy” to break the ice and build confidence through partnered interactions with unfamiliar peers. This activity set the tone for collaborative exploration of the 6 Cs of an Ideal Library. Participants actively discussed and brainstormed practical activities aligned with each principle. The session thoughtfully addressed the multifaceted roles librarians play, sparking insightful discussions around proactive outreach, self-marketing strategies, and the value of partnerships in amplifying library services.

In my session, I presented real-life case studies related to academic integrity, highlighting challenges posed by the digital age and the emergence of AI. Lively discussions followed, with participants sharing strategies and resources to promote ethical research practices.

To illustrate the multifaceted role of the Teacher-Librarian, I invited participants to map out the various “hats” they wear in their respective schools on chart paper—revealing the many ways librarians support teaching and learning. I also shared personal experiences, including initiatives such as literature circles, cross-departmental collaborations, policy development, read-aloud sessions, and collection development.

Both sessions were interactive and thought-provoking, offering a dynamic platform for exchanging ideas and advancing professional practice. Participants appreciated the creative approaches and innovative strategies, leaving with a toolkit of practical ideas to enrich their library programs. The event fostered meaningful professional connections and knowledge-sharing. For us as presenters, the experience encouraged reflection on our own practices and decisions, contributing to our growth. We returned with renewed confidence, valuable insights, and new friendships within our librarian tribe.

Finally, a variety of professional development resources—including IB links, recommended books, and thought-provoking blogs—were shared among participants. This spirit of collaboration reinforced the importance of continuous learning and strengthened the professional identity of the IB librarian community.

By Maruska Desouza
PYP Teacher-Librarian, Don Bosco International School, Mumbai

Published on Jul 2025

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Understanding Fake News and Bias

Fake news isn’t just completely fabricated stories; it can also include misleading headlines, out-of-context statistics, and opinion-based pieces disguised as fact. Bias, on the other hand, is the subtle or overt favoritism that influences how news is presented. Recognizing these elements helps students become informed, discerning consumers of media.

The Growing Problem:

• A 2024 survey by the World Economic Forum ranked India as the country at the highest risk for misinformation and disinformation. news.umich.edu

• According to a report by Stanford University, 82% of middle school students were unable to distinguish between a real news story and an advertisement labeled as “sponsored content.”

• The Reuters Institute Digital News Report 2023 revealed that 56% of people globally worry about their ability to separate real news from fake news online.

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How Can We Prepare Our Students?

1. Encourage Critical Thinking

Students must learn to question everything they read. We can teach them the “Five Ws” approach:

• Who wrote this? (Is the author credible?)

• What is the main message? (Is it fact or opinion?)

• Where was it published? (Is the source reputable?)

• When was it published? (Is the information current?)

• Why was it written? (What is the author’s purpose?)

2. Teach Lateral Reading

Rather than taking a source at face value, students should cross-check information with other reputable sources. By comparing multiple perspectives, they can identify inconsistencies and biases. Websites like Fact Checker and Boom Live can serve as excellent fact-verifying tools.

3. Introduce Media Literacy Tools

There are several resources available to help students analyze media critically. Some useful strategies include:

• Reverse Image Search: Helps verify whether images have been manipulated or taken out of context.

• Media Bias Charts: Provide insights into the political leanings of different news outlets.

4. Discuss the Psychology Behind Misinformation

Fake news thrives because it often appeals to emotions rather than facts. Teaching students about confirmation bias—the tendency to seek information that aligns with their beliefs—can help them become aware of their own biases and encourage more objective thinking. For example: As seen during the COVID-19 pandemic when false claims like “drinking hot water kills the virus” spread on WhatsApp, fueled by fear and cultural beliefs. Similarly, in the 2019 Indian elections, partisan misinformation and manipulated videos reinforced political biases, with people sharing content that aligned with their views without verifying facts. Discussing such cases helps students understand how misinformation exploits emotions and encourages them to fact-check before sharing.

The Impact of Misinformation:

• Studies have shown that false information spreads six times faster than the truth on social media (MIT, 2018).

• 59% of people who shared fake news on Facebook did so without realizing it (University of Oxford, 2020).

5. Conduct Hands-On Activities

Interactive lessons engage students and make learning about media literacy fun. Here are a few ideas:

• Fake News Scavenger Hunt: Students analyze articles to determine which are credible and which are misleading.

• Debate Sessions: Assign students different news articles on the same event and have them discuss differing perspectives.

• Fact-Checking Challenges: Have students verify viral claims circulating on social media.

The Librarian’s Role

Librarians are uniquely positioned to be gatekeepers of credible information. We curate reliable sources, guide students in research, and foster a culture of inquiry. By integrating media literacy into library lessons, collaborating with teachers, and promoting discussions on current events, we can help shape a generation of well-informed individuals.

In a world inundated with information, the ability to discern fact from fiction is more important than ever. By equipping students with media literacy skills, we empower them to think critically, question bias, and make informed decisions. As IB librarians, our mission is not just to provide books but to nurture independent thinkers who can navigate the digital world responsibly.

Let’s make media literacy a priority—because the truth matters.

To learn how you can teach media literacy join this 2.5 hour workshop on on 22 March 2025 via Zoom – Register HERE

By the Editorial Team co-authored with ChatGPT 3.5

Published on Mar 2025

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Affirming the Value of Your Work

Liferarian Conferences for CBSE and International Curriculum librarians provide a platform to showcase your achievements, innovative ideas, and successful initiatives. Presenting at such events forces you to reflect on your work and articulate its impact. Sharing a new program that boosted library engagement or a strategy that improved resource accessibility validates your efforts and boosts your confidence as a professional.

By presenting even in Zoom, you’re highlighting your successes and demonstrating librarians’ vital role in education and community development. This affirmation is especially important in a world that often overlooks libraries’ quiet yet transformative power.

For example, a librarian educator was doing good work, and the Library Matters Team reached out to them to present the different engagements enhancing students’ learning. The Library Core Team practiced with them until they felt confident to share and inspire others. Today, they are thriving and pursuing their passion.

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Empowering Fellow Librarians

When you share your experiences and insights at a conference, you’re contributing to the collective growth of the library profession. Many of us grapple with similar challenges—budget constraints, evolving technology, or engaging reluctant readers. By offering solutions or new perspectives, you’re empowering your peers’ new and experienced librarians to overcome these obstacles in their own contexts.

Your story could spark someone else’s need to launch a successful program or implement a game-changing idea. It’s a ripple effect: your courage to present inspires others to take action.

For example, the idea of generifying the non-fiction shelves was developed by another librarian. Inspired by its benefits, Ms. Naina and Mr. Devandra transformed their library, significantly increasing non-fiction book checkouts and boosting their checkout statistics.

Building a Network of Allies

Conferences are hubs for networking, bringing together librarians from diverse backgrounds, schools, and institutions. These events are not just about listening to presentations; they’re opportunities to connect with like-minded professionals who share your passion for libraries.

By engaging with others, you can exchange ideas, collaborate on projects, and even find mentors or mentees. These connections can be invaluable, providing support, inspiration, and practical advice long after the conference ends.

Another example: Connecting with Ms. Chandra provided Ms. Shah with the knowledge to develop a library curriculum tailored to her school’s needs

Networking also opens doors to professional opportunities, whether collaborating on a research paper, joining a committee, or finding a new job.

Growing as a Professional

Attending and presenting at conferences is an excellent way to stay current with trends and innovations in the field. From exploring the latest technology in library management to discovering creative programming ideas, conferences expose you to a wealth of knowledge and resources.

For example, A recent conference showed us the relevance of AI and how to build critical and creative skills and opened our understanding of AI tools.

Overcoming the Fear Factor

The idea of presenting at a conference can be intimidating, especially if you’re not accustomed to public speaking. However, remember that your audience is made up of fellow librarians who are eager to learn and share. Start small by co-presenting with a colleague or participating in a panel discussion.

Preparation is key: practice your presentation, anticipate questions, and have confidence in your expertise. The nerves will fade as you focus on your message and the positive impact you’re making.

Take the Leap

Library conferences are more than just professional gatherings; they’re opportunities to celebrate our profession, learn from one another, and inspire change. By attending and presenting, you affirm the value of your work, empower your peers, build meaningful connections, and grow as a professional.

Liferarian Association’s upcoming conference in March 2025 is a great place to see this transform into action where your peers take the stage and empower each other. Register now to be a part of this conference:

Theme: Nurturing Curiosity to Action: Navigating a Path of Learning

Date: Saturday, 8th March 2025

Time: 8:30 AM – 5:30 PM

Venue : Mahendra International School, Pune

By the Editorial Team co-authored with ChatGPT 3.5

Published on Feb 2025

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The Importance of Professional Development

Professional development in librarianship equips us with skills that keep us relevant, flexible, and impactful. Studies show that librarians who actively pursue ongoing training report higher job satisfaction and greater confidence in supporting patrons and students. For instance, the American Library Association (ALA) found that libraries with professionally developed staff saw a 20% increase in user engagement and satisfaction, especially in academic and school settings.

Moreover, professional development opens opportunities to specialize in fields that can broaden our roles. As the need for digital literacy, data management, and information science grows, librarians with expertise in these areas become invaluable assets. According to the Indian School Library Association, the country has seen a 15% rise in digital resource usage, underscoring the demand for librarians who can effectively manage advanced technologies.

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Networking: Building a Community of Support and Growth

Networking can be one of the most impactful yet overlooked aspects of professional development. Connecting with fellow librarians, educators, and information professionals opens doors to fresh ideas, collaborations, and insights that elevate our practice.

Organizations like the Liferarian Association and the Indian Association of School Libraries (IASL) offer forums, events, and conferences that make networking accessible to librarians in India. Engaging with these communities helps us stay current with trends and challenges, implementing best practices more effectively. ALA statistics indicate that librarians who actively network and engage with professional organizations are 50% more likely to seek new opportunities and 30% more likely to progress in their careers.

Online Learning Platforms: Affordable and Accessible Development

Professional development doesn’t have to be costly. Here are some valuable free and paid platforms that make continuous learning accessible:

– Coursera: Offers courses on digital resource management, information literacy, and data sciences. Many courses are free to audit, with certificates available for paid versions.

– edX: Another excellent platform with courses from universities like Harvard and MIT, covering topics like digital archiving, coding, and digital literacy.

– National Digital Library of India (NDLI): Provides free access to professional literature, research papers, and courses for Indian educators and librarians.

– LinkedIn Learning: Emphasizes professional development with courses in leadership, information management, and project management.

– Liferarian Association Workshops and Webinars: The Liferarian Association regularly hosts free and paid webinars and workshops for Indian librarians, with upcoming events like the School Library Course and the 1-Day Liferarian Conclave on November 30, 2024, in Bengaluru.

Broadening the Scope: Moving Beyond Traditional Roles

With professional development comes the chance to reimagine the librarian’s role. Librarians can no longer just be custodians of books; they can become information specialists, digital literacy educators, and community coordinators. Here are a few ways to expand services and impact:

– Digital Literacy Programs: Many patrons, especially students, need guidance on navigating the digital world. Offering workshops on digital literacy, online safety, and digital citizenship allows librarians to bridge educational gaps that are increasingly relevant.

– Data and Research Services: Research skills are valuable for students and professionals alike. Supporting patrons with research methodologies, data analysis, and coding offers immense value, especially within the IB curriculum, where independent research through the Extended Essay is vital.

– Information Literacy Instruction: In the era of misinformation, librarians play a critical role in teaching students and patrons how to evaluate sources. Many libraries have adopted short courses or one-on-one sessions to teach these crucial skills.

– Community and Cultural Programs: Hosting community events, cultural exhibitions, or author talks can create a vibrant library environment, engaging patrons of all ages. Current activities where librarians can involve students include the National Jarul Award and Read Bloom Books, with submission deadlines of December 24 and November 30, 2024, respectively.

Measuring the Impact: Statistics on Growth and Career Advancement

While professional development may seem like an investment, the benefits are evident. According to the Library Association of Singapore, librarians with specialized skills, such as data management or digital literacy training, earn an average of 25% more than their traditional counterparts. In India, librarians who consistently participate in professional training report a 20-30% increase in job security and advancement, particularly within private and international school settings.

Recommendations for Lifelong Learning

• Set Development Goals: Plan skill-building sessions throughout the year, whether online or through local workshops.

• Join Professional Organizations: Membership in associations like Liferarian and IASL can provide regular learning and networking opportunities.

• Diversify Skills: Explore courses outside traditional librarianship, like coding, event planning, and digital literacy. These make you indispensable in the library.

• Seek Mentorship and Collaboration: Networking helps librarians learn from experienced peers and collaborate on projects that can enrich their work.

Professional development for librarians is not only a pathway to career growth but is also essential for maintaining the relevance of libraries in a rapidly changing world. By investing in our development, we position ourselves as educators, facilitators, and change agents, elevating the role of librarianship across India and beyond.

By the Editorial Team co-authored with ChatGPT 3.5

Published on Nov 2024

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The image of a librarian as a quiet custodian of books, shushing patrons and meticulously organizing shelves, is fast becoming a relic of the past. In today’s rapidly evolving information landscape, the role of librarians has undergone a significant transformation. Modern librarians are not just gatekeepers of physical books but navigators in this digital age, guiding patrons through the vast seas of information available both online and offline.

This shift reflects broader societal changes, including the rise of digital media and the growing need for digital literacy. Librarians have become educators, digital innovators, community builders, and advocates for information accessibility.

From Bookkeepers to Information Curators

Traditionally, librarians were seen primarily as keepers of books, responsible for organizing, preserving, and providing access to physical collections. While this aspect of their job remains important, the advent of the internet and digital resources has shifted the focus of librarianship from mere custodianship to curation and guidance.

Today, librarians curate and help patrons navigate vast amounts of digital content – databases, e-books, online journals, etc. ensuring access to reliable, diverse sources of information. filtering through the noise of the internet to offer credible and relevant resources. In an era of rampant misinformation, their role in filtering through the noise to offer credible resources is more critical than ever.

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Educators in the Age of Information Overload

Librarians are at the forefront of promoting digital literacy in their communities. They effectively teach patrons how to use various digital tools, search engines, databases, and online resources. Many libraries have introduced maker spaces to foster a deeper understanding of the digital world. They also educate people on how to critically assess the credibility of information sources, helping them distinguish between reliable information and potential misinformation or propaganda.

Librarians’ role as educators extends beyond individual instruction. They collaborate with schools, universities, and community organizations to develop educational programs that meet the needs of diverse populations. This partnership helps ensure that educational resources are accessible to everyone, regardless of socioeconomic background.

Community Builders

Libraries have always been community hubs, but today’s librarians take on more active roles as community builders. Modern libraries serve as inclusive spaces where people from all walks of life can gather, learn, and connect. Librarians are at the heart of these efforts, working to create welcoming environments that reflect and meet the unique needs of their diverse communities.

Innovators and Leaders in Technology

As technology continues to reshape how we access and use information, librarians have emerged as innovators and leaders in adopting and implementing new technologies. They are at the forefront of integrating technology into library services, ensuring that libraries remain relevant and responsive to the needs of modern users.

Librarians are often early adopters of new technologies, experimenting with digital tools and platforms that can enhance the library experience. This includes everything from offering e-books and digital lending services to developing mobile apps that make library resources more accessible.

Furthermore, librarians play a crucial role in guiding their institutions through the challenges of digital transformation. They help libraries develop and implement strategies for managing digital content, preserving digital archives, and ensuring technology is used effectively to support its mission.

In this role, librarians are not just technology users but also technology leaders. They advocate for the thoughtful and ethical use of technology, ensuring that libraries continue to serve as inclusive and equitable spaces in the digital age.

The Indispensable Role of Librarians in the Future

The role of librarians has evolved dramatically in response to the changing information landscape, but their commitment to serving the public remains constant. Today’s librarians are educators, community builders, and technology leaders who help individuals navigate the complexities of the digital world, ensuring everyone has access to the information and resources they need to succeed.

As we look to the future, the importance of librarians will only continue to grow. In a world where information is abundant but often overwhelming, librarians provide the guidance, expertise, and support individuals need to understand and use it effectively. By embracing their evolving roles, librarians will continue to be indispensable in fostering informed, connected, and empowered communities.

By Srividya Iyengar

Research and Development Specialist

Published on Oct 2024

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