प्रतिवेदन एवॊ सॊदर्भ तनदेशिका REPORT & REFERENCE MANUAL
ऩु िकाऱयाध्यऺⴂ हेिु 21 ददवसीय सेवाकाऱीन ऩाठ्यक्रम 28 अगि से 17 शसि륍बर 2012 िक 21 Day In- Service Course for Librarians 28th August to 17th September 2012
ऩा腍मक्रभ एवॊ स्थर ननदेशक Course & Venue Director श्री एस. सेऱवराज Shri. S. Selvaraj ( उऩायक्ु ि, के . वव. सॊगठन तनदेिक, आॊचशऱक शिऺा एवॊ प्रशिऺण सॊथान मसै रू
Deputy Commissioner, KVS Director, KVS ZIET, Mysore
स्थरVenue के . वव. सॊगठन ,आॊचलरक लशऺा एवॊ प्रलशऺण सॊस्थान जी आई टी फी प्रेस कैम्ऩस , लस ाथथनगय,भसै यू - 570011
Kendriya Vidyalaya Sangathan Zonal Institute of Education & Training GITB Press Campus, Siddharthnagar Mysore – 570011 Website: www.zietmysore.org
ऩा腍मक्रभ सभन्वमक श्री वी. एऱ. वेरणेकर प्रशि. नािक (ग्रॊथाऱय अध्यऺ ) आॊचलरक लशऺा एवॊ प्रलशऺण सॊस्थान भैसूय Course Coordinator Vilas L Vernekar, Librarian, ZIET Mysore
सॊसाधक डी.वव.एस समाभ कᴂ द्रीय वव饍याऱय १, ववजयवाडा मुजजब रदहमान के . यु कᴂ द्रीय वव饍याऱय, कजजजको蔼 Resource Persons Mr. D.V.S Sarma, Librarian , K.V No. 2 Vijayawada Mr. K.U Mujib Rahiman K.U, Librarian , K.V Kanjikode
आॉ. शि. एवॊ प्रशि. सॊथान - सॊकाय ZIET Faculty
श्री एम. रेड्डेजना नािको配िर शि. (र्गू ोऱ) Shri.M.Reddenna PGT (Geog.)
श्री के . आ셂मगु म नािको配िर शि. (र्ौ. ववऻानॊ ) Shri.K.Armugam PGT ( Phys.)
डॉ. एस. के . तिवारी नािको配िर शि. (दहॊदी) Dr.S.K.Tiwari PGT (Hindi)
श्री एम. गोववदॊ ु नािको配िर शि. (गणणि) Shri.M.Govindu PGT(Maths) श्री य.ू ऩी. बबनॉय नािको配िर शि. (अॊग्रेजी) Shri.U.P.Binoy PGT (Eng) सश्रु ी. सहाय मैरी (मख्ु य अध्यावऩका ) Ms. Sahaya Mary (H.M)
सहमोगी Supported By श्री एस.सक्करै सामी (आशु लरवऩक ग्रेड-२) Sri S.S. Samy, Steno. Gr.II, श्री एन. एस. सनऱ कु मार (अवर श्रेणी शऱवऩक ) Sri N.S. Sanal Kumar, LDC, उऩ कमभचारीगण Sub Staff श्री शेकये गौड़ा Shri Shekare Gowda श्री वᴂकट याभा Sri Venkatarama 2
हमारे सॊरऺक श्री अववनाश दीक्षऺत आमुक्त OUR PATRONS SHRI. AVINASH DIKSHIT HON .COMMISSIONER अवय आमक्ु त (प्रशा.) डॉ. ददनेश कु भाय अवय आमुक्त (शैक्षऺक) DR. DINESH KUMAR ADDITIONAL COMMISSIONER (ACAD)
डॉ.शचचकान्त सॊमुक्त आमुक्त (प्रलशऺण) DR. SACHI KANT JOINT COMMISSIONER (TRG)
श्रीभती सी. गु셁भूनत थ सॊमुक्त आमुक्त (शैक्षऺक) SMT. C. GURUMURTHY JOINT COMMISSIONER (ACAD)
डॉ. ई.प्रबाकय
सॊमुक्त आमुक्त (कालभथक) DR. E. PRABHAKAR JOINT COMMISSIONER (PERS.)
श्री एस. ववजम कु भाय सॊमुक्त आमुक्त (प्रशा.) SHRI. S. VIJAYA KUMAR JOINT COMMISSIONER (ADMN)
श्री एभ.् आ셁भुगभ सॊमुक्त आमुक्त (ववत्त) SHRI. M ARUMUGAM DEPUTYCOMMISSIONER FINANCE
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FOREWORD
Kendriya Vidyalaya Sangathan assigned ZIET Mysore the responsibility of conducting a 21-day In-service Course for about 35 Librarians hailing from various KVS Regions namely
Ahmedabad, Bangalore, Bhopal, Chennai, Hyderabad, Jaipur, Ernakulam, Agra, Mumbai and Jabalpur from 28th Aug. to 17th Sep. 2012.
It is pertinent to mention hereJOINT that COMMISSIONER the Librarians‘ course(FIN) is organized in the context of several changes sweeping across the Library services in the country due to the advent of ICT. Library automation, digital library, E-grantalaya, Greestone Software etc. are the buzzwords now, which reflect the changing role of the Librarian. Kendriya Vidyalaya Sangathan being a pace setting organization is bound to take the lead in this direction by equipping, enriching and empowering the Librarians with the technical skills required for living up to the expectations of their clients, i.e students, teachers and the society at large. Therefore, the emerging needs of the K.V Librarians were kept in focus while designing the 21 -day course and it was ensured that adequate time and opportunities were provided to the participants through hands on practice sessions in Computer Labs.
The Inaugural Session on 28th September was graced by the benign presence of Dr. Syed Akheel Ahmed as Chief Guest who enthralled the audience by his inspiring Inaugural Address wherein he brought out the significant role played by the Librarian in the advancement of knowledge of the society. During the course, on different occasions, eminent specialists in the field of Library Automation and Digital Library, such as Dr. M.V. Sunil, Chief Librarian, Asstt. Prof. Md. Minhaj, Prof. (Mrs.) Malati Sriram from SMD-IMD Mysore, Dr. Ram Sesha, Head Librarian, University of Mysore and Mrs. Vani Shree, Librarian, Pramati Hill View Academy interacted with the participants on key topics of relevance for Librarians. A customised 2-day Workshop on e-granthalaya was also organized during the 21-day course by Shri P.S. Bhat and his associates from the State NIC Bangalore which was highly appreciated by the participants as KVS has made it mandatory for all KV Libraries to adopt e-granthalaya. Along with providing in-puts on the specific areas of relevance for Librarians, knowledge enrichment of the participants was also done on general areas pertinent to KVS employees such as Inclusive Education, RTE, Counselling and Guidance, Teacher welfare measures in KVS, Value Education, Students‘ Discipline and implementation of NCPCR, Role and Responsibilities of KV Librarians, etc
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Learning Experience was also provided through Group Works, Project Works and Paper presentations. The Faculty Members of ZIET Mysore contributed greatly for the success of the course not only through their Interactive Sessions with participants on various themes but also through their collective team -work for ensuring happy and comfortable stay of the participants for 21 days in the premises of ZIET Mysore. Mr. V.L. Vernekar,
Librarian, ZIET Mysore coordinated the programme well with his total commitment, interest and enthusiasm. The contribution of the Administrative Staff of ZIET Mysore for the successful culmination of the programme is praiseworthy. Above all, the participants extended their best cooperation and took part in all activities with full vigour and enthusiasm. The two Resource Persons Shri DVS Sarma, Librarian, K.V. No.2 Vijayawada and Shri K.U. Mujib Rahiman, Librarian, K.V. Kanjikode freely mingled with the participants, guiding and supporting them on the spot with their vast experience.
The celebration of Hindi Pakhwada from 4th Sept. to 17th Sep. ‘12 added colour and festivity during the 21-day course. Dr. S.K. Tiwari, PGT(Hindi) organized many activities such as Poem Recitation, Solo Song, Debate, Elocution, Hindi Type Writing, etc. which were conducted in Hindi along with more use of Hindi for the Assembly activities as well as classroom transaction and daily reports. On ―Hindi Diwas‖, the Honourable Commissioner‘s message was read out and the salient features of the principles of implementation of Hindi as Official Language. The importance of allocation of 50% of library budget for Hindi books was duly stressed on Official Language. On the concluding day, i.e 17th Sep. ‘12 Prizes and Certificates were distributed to the winners in the various competitions. It is hoped that through the 21-day In-service Course the participant Librarians have been adequately enriched with updated knowledge and equipped with the required technical skills to embark upon Library Automation, Digital Library and e-granthalaya successfully.
S. SELVARAJ DIRECTOR
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CONTENTS
LIST OF PARTICIPANTS ...... 7
TIME TABLE ...... 9 PARTICULARS OF GUEST EXPERTS ...... 11 FACULTY MEMBERS ...... 11 RESOURCE PERSONS ...... 12 GROUP DISTRIBUTION ...... 13 COMMITTEES ...... 14 DAILY REPORTS ...... 18 GUIDANCE SERVICES IN KENDRIYA VIDYALAYAS ...... 32 LIBRARY AND LIFE SKILL EDUCATION ...... 36 CMP AND CLASS LIBRARY ...... 39 CMP CALENDAR OF LIBRARY ACTIVITIES ...... 45 DIGITAL LIBRARY ...... 47 DIGITAL INFORMATION SOURCES FOR LIBRARIES ...... 47 ADMISSION CRITERIA AND TYPE OF SCHOOLS ...... 48 ROLES & RESPONSIBILITIES OF A LIBRARIAN IN KV ...... 51 LEAVE RULES, PERSONAL CLAIMS, STAFF WELFARE MEASURES ...... 51 COMMUNICATION SKILLS AND BODY LANGUAGE ...... 53 RECOMMENDATIONS OF NATIONAL KNOWLEDGE COMMISSION AND NCF 2005 ON LIBRARIES ...... 65 KVS NEW LIBRARY POLICY 2012: SALIENT FEATURES ...... 66 UNLEASH THE POWER OF MICROSOFT POWERPOINT: CREATING BETTER PRESENTATIONS ...... 67 WEB 2.0: TRANSFORMING ONLINE LIBRARY SERVICES ...... 70 HOW TO CREATE A BLOG ON BLOGGER: TUTORIAL ...... 75 FIND IT ONLINE: INTERNET SEARCH STRATEGIES ...... 79 MS WORD SPECIAL FEATURES AND TIPS ...... 80 DEVELOPMENT OF READING HABIT AMONG CHILDREN ...... 83 PRESENTATIONS BY PARTICIPANTS ...... 89 USER SURVEYS ...... 91 FINDINGS OF THE SURVEY ...... 96 GROUP PROJECTS ...... 123 A BRIEF REPORT OF THE 21 DAY IN-SERVICE COURSE FOR LIBRARIANS ...... 159
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LIST OF PARTICIPANTS
Sl. Name of Telephone No. Name of teacher Name of KV Region E-mail no. 1 Mr. Prakash Chhatwani Gandhinagar Cantt Ahmedabad [email protected] 9898254323 2 Ms. Hiral Shukla OKHA Ahmedabad [email protected] 9724310170 3 Mr. Prateek Asati Bidar Bangalore [email protected] 7411899263 4 Mr. Naveen Kumar No.2 Vasco Bangalore [email protected] 9561745635 5 Mr. Shashi Ranjan Kumar Bage Kodagu Bangalore [email protected] 8904900017 6 Ms. Noopur Chaturvedi VSN Nagpur Jabalpur [email protected] 9404341206 7 Ms. Ritika Chelani No.3 Bhopal(Shift-1) Bhopal [email protected] 9425110101 8 Ms. Sita Hembrom No.2 Indore Bhopal [email protected] 9098331367 9 Mr. S.V.Salodkar Pulgaon Bhopal [email protected] 9890095359 10 Mr. Satyavan Richhariya No.3 Bhopal(Shift-2) Bhopal [email protected] 9993385372 11 Mr. R.K. Vishwakarma Chhatarpur Jabalpur [email protected] 8817084111 12 Mr. D.V. Kamble Ajni, Nagpur Jabalpur [email protected] 9422819012 13 Mr. Nirmal Kumar Mahanta CLRI, Chennai Chennai [email protected] 9940561460 14 Ms. Sudheendra Rani R.S Ottapalam Ernakulam [email protected] 9495346242 15 Ms. Bushair P.K. Thrissur Chennai [email protected] 9744710061 16 Ms. Mukesh Pathi Karaikudi Chennai [email protected] 9861167066 17 Ms. G Rathnakar Reddy NTPC Ramagundam Hyderabad [email protected] 9247758327 18 Ms. K Muralidhar 1 Vijayawada Hyderabad [email protected] 9440172861 19 Ms. G Dastagiri Kanchanbagh Hyderabad [email protected] 9849721057 20 Ms. V. Varalakshmi KV CRPF Hyderabad [email protected] 9959474501 21 Mr. Mahbob Khan Churu Jaipur [email protected] 9414933733 22 Mr. B.L.Verma No.2 Bikaner Jaipur [email protected] 9252678887
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23 Mr. Ram Niwas Itarana Jaipur [email protected] 9414810062 24 Ms. Anjali Verma Lalitpur Agra [email protected] 7398865244 25 Ms. Chitra Kulshreshta Koliwada Mumbai [email protected] 9892526396 26 Ms. Shalini Asthana Bhandup Mumbai [email protected] 9320077546 27 Ms. Sati Menon D.I.A.T. Girinagar Mumbai [email protected] 9422502603 28 Mr. U.K.Choudhary No.1 Dehu Road Mumbai [email protected] 9421928793 29 Mr. A.P. Chati Ganeshkhind, Pune Mumbai [email protected] 9423678354 30 Mr. S.K. Gautam DHULE Mumbai [email protected] 8087915120 31 Mr. G D Dhole No.2 AFS Pune Mumbai [email protected] 9850812214 32 Ms. Sucheta C SC Pune Mumbai [email protected] 9403961108 33 RA Chavan Nasik Road Camp Mumbai [email protected] 7588303377 34 Ms. Srishti Kumari CR Manmad Mumbai [email protected] 9923992138 Resource Persons 1 DVS Sarma KV No.2 Vijayawada Hyderabad [email protected] 9492940290 2 Mujib Rahiman K.U KV Kanjikode Ernakulam [email protected] 9946152785 3 V.L.Vernekar ZIET Mysore [email protected] 9481813629
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TIME TABLE Session-I Session-II Session-III Session-IV Session-V Date & Day 9.00– 9.30 AM 9.30-11 AM 11.15-1.00 PM 2.00-3.30 PM 3.45-5.30 PM Group Works, 28.08.2012 Inauguration/ Grouping/Discussion on Pre-Test/Assessment of Entry Registration CONSOLIDATED NEED Assignments & Projects - Tuesday Ice breaking Behaviour ANALYSIS Allotment and Briefing Basic ICT Skills for National Knowledge 29.08.2012 Assembly Understanding KVS‘ New Microsoft PowerPoint: Creating Librarians (MS Excel & MS Commission, NCF:2005, Wednesday Program Library Policy :RP Better Presentations (RP) Word): RP UNESCO Manifesto :R P
Class Room Library Library Blog: Management Life Skill Education : 30.08.2012 Assembly New Trends in libraries Basics and Blog Creation Vanishree: Librarian S M Thursday Program Web 2.0, Library 2.0 (RP) with Hands-On Training Pramati Hill View (RP) Academy Mysore 31.08.2012 Assembly Demo -1 Group Disaster management & Value Education: SKT Group Work: 1 Project Friday Program Presentations environmental sensitization(M R) Guest Lecture: Role & Preparation of library E- 01.09.2012 Assembly Responsibilities of Library E-Newsletter :Use Demo -2 Group Presentations by newlsetter: Hands on Saturday Program Librarian in KVs: Principal, & Designing (RP) Participants session KV Mysore Library Evaluation and Developing Reading Habit: Planning a user study: Topic 02.09.2012 Assembly Library User Studies: ideas and activities :RP Selection and preparation of Group Work 2: Projects Sunday Program Introduction, methods questionnaire: Group work RP and tools: RP Guidance & Counseling : Guest Lecture: Library Library Automation: Assembly Effective Communication 03.09.2012 Mr. S Selvaraj , Course Automation: Introduction Software, Implementation Program Skills: U P B Monday Director Mr. Sunil M .V Mr. Sunil M.V Students Discipline & Group Work :3 04.09.2012 Assembly Presentation by Admission Guidelines Implementation of NCPCR : project/Assignments : Tuesday Program participants and RTE -2009 K A S M Hands on session Collection & Development Cyber security in Libraries: 05.09.2012 Assembly Discussion on Collection Classroom Library: of Resources Internet safety guidelines: Wednesday Program Development (RP) Implementation of CMP: SM :RP RP Blog Creation: 06.09.2012 Assembly Internet Search Strategies Spoken English ( UPB) Presentations by Participants Presentations by Thursday Program (RP) participants
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MID-TEST, User Study: Data 07.09.2012 Assembly Presentations/demos by collection :Visit to K.V. Group Presentations Friday Program Participants Mysore 08.09.2012 Assembly Visit to Pramiti Hill Visit to Mysore University Local Visit Saturday Program view Academy Library library
09.09.2012 Assembly Teacher Welfare Group Work: Data Analysis Group Work 5 : Library Sunday Program Spoken English UPB measures in KVS : MG and Interpretation (RP) Projects Tools and techniques of Web Designing :Hands on Group Work 4: Preparation 10.09.2012 Assembly Annual Library Activity Plan designing free websites experience Mrs. Malathi of an ALAP for KV Libraries Monday Program (ALAP):RP Mrs. Malathi (SDM) SDM Digital Libraries & 11.09.2012 Assembly Greenstone : Asso. Prof. Tuesday Program GSDL: Hands on Session GSDL: Hands on Session: RP GSDL: Hands on Session M. Minhaj
Electronic Resources for Hands on e resources for 12.09.2012 Assembly Sensitizing Students to Presentations/demos by School Libraries school libraries Wednesday Program Social Issues: Librarian‘s Participants Mr.Ramashesha Mr. Ramashesha Role UPB Library Automation Library Automation 13.09.2012 Assembly E-Granthalaya: E-Granthalaya: E-Granthalaya: E-Granthalaya: Thursday Program Hands on session Hands on session Introduction Installation Library Automation E-Granthalaya: 14.09.2012 Assembly E-Granthalaya: E-Granthalaya: E-Granthalaya: Technical issues and Friday Program Accession OPAC Modules solutions Presentations of User 15.09.2012 Assembly Presentations of the Group Cultural Program survey project reports by Post - test Saturday Program Projects:(Participants) the participants 16.09.2012 Assembly Educational Field Trip Sunday Program 17.09.2012 Assembly Open forum Plenary Inclusive Education: UPB Feedback & Valedictory Programme Monday Program Session TEA BREAKS: 11.00 AM – 11.15 AM & 03.30 PM - 03.45 PM LUNCH BREAK: 01.00 PM -2.00 P.M
(S.SELVARAJ) COURSE DIRECTOR &DIRECTOR, ZIET MYSORE 10
PARTICULARS OF GUEST EXPERTS
S.No Name Topic
1. Mr.Sunil M V, Librarian, SDM Institute Library Automation: Integrated Library for Management and Development, Automation for School Libraries Mysore 2. Prof. Mohammed Minhaj, Professor- Digitization and Green Stone Digital Systems, SDM Institute for Management Library and Development, Mysore 3. Dr. C P Ramashesh, Chief Librarian, Collection of E resources Maharaja Under-graduate Library, University of Mysore, Mysore 4. Mrs. Malathi Sriram, Professor- Web Designing Tools and Techniques Systems, SDM Institute for Management Free Web Hosting Providers and Development, Mysore 5. Mrs. Vanishree, Librarian, Pramiti Hill Beyond the Library: Class room library View Academy management 6. Mr. P.S Bhat, Technical Director E-granthalaya: Library Automation NIC Bangalore
1. Mr. S Selvaraj, Director ZIET Mysore Guidance and Counselling: Role of Librarians 2. Mr. P.C Raju, Principal, KV Mysore Role and Responsibilities of Librarians FACULTY MEMBERS S.No Name Topic
1. Mr. M. Reddenna, PGT Geography Disaster Management and Environmental Sensitisation 2. Mr. M. Govindu, PGT Maths Leave Rules and Teacher Welfare Measures 3. Mr. K Arumugam, PGT Physics Admission Guidelines and RTE 4. Ms. Sahaya Mary, HM Life Skills; NCPCR; CMP and Class Libraries 5. Mr. U.P Binoy, PGT English Effective communication; Spoken English; Inclusive Education; Sensitising students to Social Issues 6. Mr. S.K Tiwari, PGT Hindi Value Education
RESOURCE PERSONS S.No Name Topic
1. Mr. Vilas Vernekar, Course National Knowledge Commission Coordinator & Librarian, ZIET Mysore NCF 2005 UNESCO School Library Manifesto Library Evaluation and User Studies Annual Library Activity Plan Library Career Corner – Career Guidance through the library Professional Development Resources for Librarians 2. Mr. D.V.S Sarma, Librarian, KV No.2 Understanding the KVS New Library Policy Vijayawada 2012 Inculcating Reading Habits among Children Collection & Development of Resources MS Excel as a tool library housekeeping activities 3. Mr. Mujib Rahiman, Librarian, KV Web 2.0 and Library 2.0 Kanjikode Creation of Library Blogs on Blogger Basic ICT Skills: MS Word and MS PowerPoint Preparation and Designing of E-Newsletters Internet Search Strategies Cyber Security and Internet Safety Guidelines
Books are the quietest and most. constant of friends; they are the
most accessible and wisest of counsellors, and the most patient of teachers Charles W. Eliot (1834 - 1926), The Happy Life, 1896
GROUP DISTRIBUTION
Group I : DR. S.R RANGANATHAN B.L Verma Chitra K
D.V Kamble Group Leader: MUKESH PATHI Prateek Asati Hiral Shukla GROUP II – MELWIL DEWEY Noopur Chaturvedi Prakash C Group Leader: SHALINI ASTHANA Nirmal Kumar Ratnakar Reddy Ram Niwas Shashi Ranjan Kumar Bage GROUP III – C A CUTTER S.K Gautam Srishti Kumari
Group Leader: SATI MENON S.V Salodkar K Muralidhar U.K Choudhary G.D Dhole GROUP IV – M.A GOPINATH Naveen Kumar Varalakshmi Group Leader: A.P CHATI Sita Hembrom Satyavan R R.K Vishwakarma A.P Chati GROUP V – J.D BROWN Bushair P.K Sudheendra Rani Group Leader: SUCHETA CHANDANSHIVE Ritika C Mehboob Khan G Dastagari R.A Chavan
"Libraries made me - as a reader, as a writer, and as a human being."
COMMITTEES
EDITORIAL COMMITTEE MESS COMMITTEE
HIRAL SHUKLA PRAKASH CHATWANI BUSHAIR P K CHITRA KULSESHTRA NAVEEN KUMAR MUKESH PATHI NOOPUR CHATURVEDI SUDHEENDRA RANI SATYAVAN RICHHARIYA S.K GAUTAM
CULTURAL COMMITTEE EXCURSION COMMITTEE SATHI MENON K MURALIDHAR SHRISHTI KUMARI A.P CHATI SITA HEMBRON DASTAGARI NIRMAL KUMAR SUCHETA C S V SALODKAR ANJALI VERMA D.V KAMBLE
GROUP PROJECTS-I Group I: Basic Library Curriculum (Information Literacy Curriculum) Group II: Collection of websites (subject wise) Group III: class wise List of books (1-12 class) Group IV: Status of KV Libraries and operational issues; solutions and suggestions Group V: Prepare a Library user guide All Groups : Every 4th day Publish a Course Bulletin (Microsoft Word/MS Publisher)
GROUP PROJECTS-II
LIBRARY USER STUDIES
Group I: Effectiveness of Class libraries (IV-V)
Group II: Use of reference resources in the Library (IX-X)
Group III: Periodical and Newspaper usage among the Class VIII students
Group IV: Internet usage habits of the students of class XI-XII
Group V: Library usage by subject teachers (TGTs/PGTs) )
ASSIGNMENTS ASSIGNMENT-I MS WORD
Create a Folder with your name on the desktop and save all the works in it. ______Library Time table (create a table) Library Rules (create a text box and type inside) Type a letter : Send a DD of Rs. 400/- to NISCAIR, New Delhi to subscribe “Science Reporter” magazine for one year from January 2012. Prepare a supply order to M/s. Penguin Books, New Delhi for 2 copies of the book ―Ignited Minds‖ Prepare an invitation letter for a book exhibition to be conducted in connection with National Book Week in your library.
A library, to modify the famous metaphor
of Socrates, should be the delivery room
for the birth of ideas—a place where
history comes to life. –
Norman Cousins
ASSIGNMENT-II Internet Search & Data Collection for Digital Library (Create a collection of at least 5 .docs, .pdfs, .ppts and images and save it on the desktop in a folder named with both batch-mates) System S.No Name of Participants GSDL Collection building topics No. . 1 1. Mr. Prakash Chhatwani Freedom fighters of India 2. Ms. Hiral Shukla 2 3. Mr. Prateek Asati Sea animals 4. Mr. Naveen Kumar Mr. Shashi Ranjan Kumar 3 5. Bage First 10 Highest buildings on Earth 6. Ms. Noopur Chaturvedi 4 7. Ms. Ritika Chelani Resources for medical Entrance Exams 8. Ms. Sita Hembrom 5 9. Mr. S.V.Salodkar Careers after +2 10. Mr. Satyavan Richhariya 6 11. Mr. R.K. Vishwakarma Medicinal plants 12. Mr. D.V. Kamble Mr. Nirmal Kumar 7 13. Mahanta Hindustani musicians in India Ms. Sudheendra Rani 14. R.S 8 15. Ms. Bushair P.K. Engineering entrance exam resources 16. Ms. Mukesh Pathi 9 17. Ms. G Rathnakar Reddy Class X Board Exam resources 18. Ms. K Muralidhar 10 19. Ms. G Dastagiri Indian English writers 20. Ms. V. Varalakshmi 11 21. Mr. Mahbob Khan Temples in South India 22. Mr. B.L.Verma 12 23. Mr. Ram Niwas Wonders of the modern world 24. Ms. Anjali Verma 13 25. Ms. Chitra Kulshreshta Wild Animals in India 26. Ms. Shalini Asthana 14 27. Ms. Sati Menon Downloadable E-Books 28. Mr. U.K.Choudhary 15 29. Mr. A.P. Chati Class XII Board Exam resources 30. Mr. S.K Gautam 16 31. Mr. G D Dhole Famous women politicians of India 32. Ms. Sucheta C 17 33. RA Chavan Indian Nobel Prize winners 34. Ms. Srishti Kumari
ASSIGNMENT-III MS POWER POINT ______Create a ppt on the topic 'My Library' with a minimum of 10 slides which should be with slide transition features and contain pictures, word art features; auto shapes and clip arts. * Use different templates & slide layouts for each slides. * Save the ppt in your named folder.
ASSIGNMENT-IV MS EXCEL 1. Create a sample accession register : Add 10 books with all relevant bibliograghic information (Date, Accession No., Author, Title, Edition,Subject, Year of publication, Publisher and place of publication, Source of receipt, Price, Price after discount, Signature of the Librarian, Signature of the Principal, Remarks).
2. Find out the total cost of the books before discount and after discount. 3. Know how to sort the books subject-wise and author-wise. 4. Create a sample News paper Accession Register with 5 news papers. (Save as ―NAR‖) 5. Create a sample Periodical accession register with 10 periodicals (Save as ―PAR‖) ASSIGNMENT-V E-Mail
1. Create an e-mail id 2. Know how : composing mail,checking inbox, see the items sent, deleting unwanted mails, attaching files to your mail, sending the same massage to many e-mail ids. 3. Write an e-mail on the Inservie Course and send that to [email protected]/[email protected] 4. Join KV Librarians Network using your e-mail id
ASSIGNMENT-VI Internet Search Know the internet search strategies: Simple search and Advanced search. Find out search engines for videos, images and e-books and know how to download it. List 5 useful websites on (a) Physics (b) Chemistry (c ) Mathematics (d) Economics (e) English literature
______ASSIGNMENT-VII LIBRARY BLOG Create a Blog for your library on Blogger Select design templates Create a page ―About‖ Add a post ―New Arrivals‖ Know to add widgets,images, files, links and videos Send the Url of your library blog to the ISCzietblogerspot.in Librarians 2012 Blog.
DAILY REPORTS
28 August 2012 By Group I S.R Ranganathan The Twenty One day In-service Course for Librarians of Kendriya Vidyalaya Sangathan was inaugurated today at 09:30 a.m. by the internationally renowned academician and scholar Dr. Sayed Akheel Ahmed, Dean, Department of Science and Technology, University of Mysore. Mr. P.C Raju, Principal, KV Mysore presided over the inaugural function. Honourable Chief Guest Dr. Sayed Akheel Ahmed, inaugurated the programme lighting the lamp and paying homage to Dr. S. R Ranganathan, the Father of Library Science. Mr. M Reddenna PGT (Geography) ZIET Mysore welcomed the Chief Guest, dignitaries and the participants. In his presidential address Mr. P.C Raju highlighted the important role the librarians play in the schools and stressed the need for librarians to equip themselves with the latest ICT skills so as to provide better and faster services to the academic community.Mr. Vilas Vernekar, Librarian and Course Coordinator, ZIET Mysore presented the aims and objectives of the In-service Course laying out the 21 days schedule covering various aspects of library services. The inaugural function was followed by a motivating speech by Dr. Sayed Akhil Ahmed. Narrating his experiences, he pointed out the changing role of librarians in 21st century and reminded the library professionals the immediate need to keep themselves updated with the latest ICT Tools and skills. He inspired the librarians and reminded them that it is time to change their mindsets and professional attitude and play the role of motivators in the academic environment to create a completely knowledge driven society as the potential future human capital. Mr. Mujib Rahiman, Librarian and Resource person of the course proposed vote of thanks to the guests and solicited the cooperation from participants for the smooth running and effectiveness of the course. After a short Tea break, the first session started with Ice Breaking activity with pair introduction. The afternoon session started with a Pre-Test through which the entry behavior of the participants was tested. Then they were grouped into five groups and were assigned with the group activities and projects to be completed during the training programme. The day's programme ended at 05:30 PM.
29 August 2012 By Group II Melvil Dewey
The programme on 29.08.2012 started with morning assembly by S. R. Ranganathan Group at 9 A.M. After that Onam Festival was celebrated with a traditional song by all malayali participants and sweet distribution to all the participants. Video on traditional ―Thiruvathira‖ dance was shown by Mr. Mujib Rahiman, our resource person from KV Kanjikode. At 9.30 the session was started by Mr. Vernekar (co-ordinator of our course) he introduced 3 topics in his session:. National Knowledge Commission 2005, NCF 2005 and UNESCO/ IFLA School Library Manifesto. In this, he enlightened us on knowledge dissemination from one source to another, Libraries as gateways to knowledge, recommendations and modernizing library management. The whole lecture was very informative, interesting and resourceful to all of us. After that, New Library Policy 2012 was taken by Mr. DVS Sarma, Resource Person. The session was very interactive followed by exhaustive group discussion and concluded with suggestions for modifications in new library policy. The practical problems being faced were discussed and various solutions were generated and exchange among the participants. In the post lunch session, Mr. Mujib Rahiman,
Resource Person took a very useful and informative session on Use of Microsoft Power Point. He explained the basic Terminology, its application and its various features which can be used in power point presentations. Some innovative and informative online tools were also introduced to us such as PREZI, APACHE OPEN OFFICE, ZOHOSHOW, OFFICE WEB APPS etc. This session was highly enriching for capacity building from a practical point of view. After tea break, Mr. DVS Sarma, Resource Person conducted the next session on Fundamentals of MS- Excel, its features and how to implement formulas helpful in our routine library works. He has capacitated the participants with a lot of career skills. After a short tea break we went on hand‘s on session in the fully equipped and updated computer Lab -2. Assignment was given to all the participants and necessary explanations and help were provided by the resource persons to each and every participant for the successful completion of the work.
30 August 2012 by Group III C.A Cutter
After the morning assembly programme by group II (Melvel Dewey) which featured quiz as a special programme carrying questions from literature and general knowledge,the participants were introduced to Ms. Vanisree, Librarian of Pramati Hill View Academy, Mysore. In her lecture she stressed on the need for classroom libraries in the schools. Highlighting the practice followed in institution, she emphasized on the importance of main library in replenishing the class room libraries. She introduced us to many competitions which can be organized as a part of National book week celebrations. This was followed by a Life Skill Education session by Ms. Sahaya Mary, HM, ZIET Mysore faculty who pointed out the role of librarians in equipping the students with necessary life skills to survive in today's competitive world. The session was made more interactive by various activities like story telling and discussions, where the participants had to identify the life skills hidden in the stories. In the post lunch session, Mr. Mujib Rahiman, Resource person, introduced the participants to the wonderful world of Web 2.0. He highlighted the characteristics and parts of Web 2.0 and Library 2.0 and introduced the systems of participation, user experience, the social media etc. Various applications of Web 2.0 in libraries were also discussed. It was followed by a demonstration of creation of blogs on blogger which an elaborate session was including theory and practical where all the participants got enough opportunity of first-hand experience. All the participants created blogs for their libraries. The third day of this in-service course ended with lot of enthusiasm with the participants eagerly looking forward to learn more interesting features of ICT in the forthcoming days.
The man who does not read good books has no
advantage over the man who can't read them.
- Mark Twain
31 August 2012 By Group IV M.A Gopinath
The day started with assembly programme by group III Charles E. Cutter Members. After Prayer, in special item, a Hindi poem titled ―Lakshya” was recited by Ms.Shristikumari. Then, a video clipping was shown to sensitise the participants to the issue. The Course Director Mr. S. Selvaraj was the chief guest for the morning assembly. Enquiring the well being of the participants, he appreciated the morning assembly programme and in this address he motivated the participants to learn the maximum from this course and extended his best wishes. The guest lecture of morning session was presented by Mr.Surendra Kumar Tiwari, PGT Hindi, ZIET Mysore on Value Education. He began his lecture with a poem by Maithilisharan Gupt. He discussed the various values that should be imbibed in our life: economic and social values, political values, spiritual values , moral values etc. The next session was the presentation from the participants - Mr. Dastigari, Mrs. Sucheta, Mrs. Sati Menon, Mrs. Chitra and Mr. Nirmal Kumar. First, Mr. Dastagiri presented the lecture on Digital Libraries in KV, their importance, need and how to organize them. Then Mrs. Sucheta presented a lecture on transformation from the librarian to cybrarian which included the latest technology in library and the challenges to be faced by librarians in the electronic information society. Next presentation was by Mrs. Sati Menon on Why Plan a Career who stressed on the need to motivate the students to plan a right future. The presentation was supported by a motivational film, showing the successful people in various fields. It was followed by Mrs. Chitra Kulshetra‘s presentation on the topic care and handling of library material in school library. The Visual effect in the presentation sent a clear message regarding do‘s and don‘ts while handling the library materials. The last Presentation was given by Nirmal Kumar on 21st Century School Library. After the lunch, the second session was taken by Mr. Reddenna, PGT Geography, ZIET on environmental sensitization and disaster management. He discussed all the natural disasters and hazards and the reasons for their occurrence. The lecture was very interesting and informative. The last session was the group work where all the groups discussed their projects and assignments and set an action plan.
1 September 2012 By Group V: J.D Brown
―The days gone never comes back but its memories still lingers‖ The day started with an excellent morning assembly which included a melodious Karnataka classical recital by Mrs.Varalakshmi followed by a Hindi poem by Mr.Vishwakarma. Then the Course coordinator Mr.Vilas Verneker briefed the day's programme. Mr. Mujib Rahiman, effectively conveyed a message of life skills and qualities through a slide presentation ―Qualities of a Pencil‖ based on The Story of a Pencil from Paulo Coleho's work Like a Flowing River. In the series of Guest lectures, we had a lecture on ―The Role and responsibilities of KV Librarians‖ Mr. P.C.Raju (Principal, K.V.Mysore) He started his lecture with a motivational life history of Warren Buffet giving a message ―Let us choose the way you live‖ and elaborated and discussed various services the librarians are supposed to render like- user services, technical services and administrative services. He
interacted with the participants regarding the library budget procedure in different KVs. Before the lunch session, Mr.Mujib Rahiman trained the participants about the art of preparing the e-newsletter with both theory and practical. The post lunch session started with presentation by Ms.Srishtikumari on how to inculcate reading habit and various ways which can be used to motivate the students to read more. Next presentation was done by Mrs.Sudheendra Rani, who shared with us the best practices carried out in her library. It was well appreciated and the participants got many ideas which can be followed by one and all. Ms. Sita Hembram discussed Book Reviews, listing out the ways to inspire children to write book reviews and providing formats for the students of different levels. The presentation by Mr. Mukesh has thrown light into many terminologies related to library. The last presentation was by Ms.Hiral Shukla who discussed various projects to inculcate the reading habits among students. The final session saw all the participants engrossed in preparing the e-newsletter on this in-service course. The newsletters prepared by the participants were posted on the In-service Course blog. The resource persons‘ unconditional and pro-active support helped all the participants achieve the targets of the day.
2 September 2012 By Group I S.R Ranganathan
The Sixth Day on 02.09.2012 of the 21 day In-service course for Librarians at ZIET, Mysore began with an Assembly programme presented by group V, J D Brown. As a special presentation, a skit was performed by all the members of the group with a theme of usage of OPAC. Soon after the Assembly, Sh. Mujib Rahiman gave a very inspirational presentation on "How to Climb a Mountain" from the book ―Like the flowing river by Paulo Coelho‖. It was all about reaching our goal and how one should not lose the vision of the goal. After the presentation, the first session on ‗Developing Reading Habit: Idea and Activities‘ by Sh. Sarma began with a mathematical problem which he gave to the participants to solve, and presented the participant who solved the problem. Sh. Sarma explained that for Incorporating Reading Habit in a child, the role of parents is first and foremost which is followed by teachers, librarian and the child hem/herself. He explained how each of the above components should plan the activities and set examples for a child to develop a Healthy Reading Habit. He emphasized the need of setting of example by parents themselves in inculcating the child with the reading habit, a teacher‘s role in nurturing such a habit and a librarian‘s role in motivating the child to read. He also suggested conducting a Summer Vacation reading programme which will effectively engage students in a productive activity. His presentation was indeed very useful and gave us many ideas to develop reading Habit in children. The second session on Library User Education and User Studies by the course coordinator Sh. Vernekar began with his invitation to participants to present their ideas on how they undertake user education in their libraries. Our senior participants very clearly put forth the ways in which they carry out their library user education programme. During the interaction with the participants, a practical problems faced by most of the librarians in KV‘s while handing over-taking over the charge were discussed ,following which many other participants also shared the problems faced during such a situation. Sh. Vilas Vernekar, very suggested matter of fact solutions to the problems..
After such an enriching session which was followed by lunch, the third session on Uuser Studies was conducted by Sh. Vernekar. All the groups as per their assigned tasks were made busy in preparing a questionnaire suitable in their user studies. After the preparation of such a questionnaire, the groups were taken to the computer lab to design and draft their questionnaire. After a short tea break, the participants continued with their pending project works and assignments.
3 September 2012 By Group II Melwil Dewey The day on 3rd sept started with the assembly by S. R. Ranganathan group. The highlight of the assembly programme was the mime on the misuse of cell phone. Soon after the assembly, one heart touching video clip was shown by Mr. Mujib Rahiman on Water conservation. The title of the clip was ―Letter written in the year 2070‖ by A. P. J. Abdul Kalam. The theme of the presentation was to know the importance of water, its adverse and serious consequences, if the warning of save water is ignored. The presentation compelled all of us to think over the matter. Appreciating the assembly programe and the video presentation, the course director, Mr. S. Selvaraj insisted on conservation of water and pointed out the importance of tree plantation and requestested the participants to transfer such knowledge for sustainable future to the students as well. Later Mr. Selvaraj, Course Director took a class on Guidance and Counselling. He stated that guidance is universal irrespective of schools students attend. He explained the need of guidance for self-awareness, self-knowledge, making choices and decision making. He told that guidance can be developmental, preventive, educative etc. in the end of the speech he lays down few qualities of a counsellor and suggested some books related to it. After a short tea break, the session was taken by Mr. U.P. Binoy, PGT English on Effective Communication skills. He emphasized on right attitude and cooperative environment. He stated that communication skill is just not speaking in English language but speaking in any language in effective way incorporating and using body lagugae and soft skills.. He also showed a video depicting body language as a medium of communication. The session was very refreshing and interactive. After the lunch break, the first session was taken by Mr. Sunil M. V. librarian SDMIMD. He threw light on Library Automation, its Need, Planning, Management etc. He explained about integrated library system and how to have it. He also suggested the website for easy classification www.classify.oclc.org. He also explained the participants, various methods to convert RDBMS data to MARK format. After the tea break session was continued by him on library automation and its, intricacies. After this lecture, Mr. Tiwari, PGT Hindi informed all participants about Hindi Pakhwada which would be celebrated from 4th Sept to 17th Sept 2012 and also announced various competitions planned. Thus the day ended on a very cheerful note, adding quite enriching experience and knowledge and skills.
The reading of all good books is like conversation with the
finest men of past centuries. - Descartes
4 September 2012 समहू III (सी.ए.कटर)
प्रात:कारीन सबा की श셁ु आत भल्े ववर डीवी सभहू 饍वाया की गई ल्जसभ े प्राथथना, प्रनतऻा,सवु वचाय,कववता ऩाठ, रघ ु नादटका आदद कामक्रथ भ प्रस्ततु ककए गमे।
फड़ े हष थ के साथ दहन्दी ऩखवाड़ े का शबु ायम्ब भख्ु म अनतचथ श्रीभान .एस सेववयाज, ननदेशक आॊचलरक लशऺा एवॊ प्रलशऺा सस्ॊ थान भसै यू के कय कभरⴂ 饍वाया दीऩ प्र煍वरन कयके ककमा गमा। डॉ. सयु ेन्र कु भाय नतवायी, वरयष्ठ स्नातकोत्तय दहन्दी, लशऺक 饍वाया दहन्दी बाषा ऩय अऩने ववचाय प्रस्ततु ककए गमे। ननदेशक 饍वाया दहन्दी बाषा के प्रमोग औय उत्थान ऩय फर देत े हुए व्माख्मान ददमा गमा । इस कामक्रथ भ की श셁ु आत श्रीभती सती भेनन 饍वाया की गमी तथा हभाये सहमोगी श्री आय. के. ववश्वकभाथ 饍वाया धन्मवाद ऻाऩन ककमा गमा ।
इसके ऩश्चात ऩस्ु तकारमाध्मऺⴂ 饍वाया प्रस्तनु तमा ॊ दी गमी ल्जसभᴂ 1) श्री फशु ये ने ई-ग्रॊथारम ववषम ऩय अऩनी प्रस्तनु त दी 2) सश्रु ी नऩू यु चतवु दे ी 3) श्रीभती यीनतका चेरानी 4) श्री प्रकाश छतवानी तथा 5) श्रीभान चौधयी जी 饍वाया फ楍चⴂ भᴂ ऩस्ु तक ऩठन-ऩाठन की आदत को ककस प्रकाय से ववकलसत ककमा जाए इस ऩय ववस्ततृ प्रस्तनु त दी गमी ।
चाम के ऩश्चात वरयष्ठ गणणत ववऻान स्नातकोत्तय लशऺक आॊचलरक लशऺा एवॊप्रलशऺा सस्ॊ थान भसै यू के श्री के . आयभगु भ 饍वाया के न्रीम वव饍मारम सगॊ ठन भᴂ प्रवेश ननदेलशका भᴂ अकॊ कत ववलबन्न ऩहरओु ॊ ऩय ववस्ततृ जानकायी दी उसके अरावा लशऺा का अचधकाय अचधननमभ (RTE) 2009 ऩय फहुभवू म ऻान प्रदान ककमा गमा ।
बोजन ग्रहण कयने के ऩश्चात भख्ु मध्मावऩका सश्रु ी सहाम भयै ी आॊचलरक लशऺा एव ॊ प्रलशऺा सस्ॊ थान भसै यू 饍वाया एन.सी.ऩी.सी.आय. के ववलबन्न बफन्दओु ॊ ऩय प्रकाश डारा गमा अतॊ भᴂ उनके 饍वाया प्रश्न तालरका दी गमी ल्जसभᴂ सबी प्रनतबाचगमⴂ को अऩने भत व्मक्त कयने थे की ऩस्ु तकारम भᴂ अनशु ासन कैसे फनाए यखे इस ऩय व्मक्त कयने थे ।
ऩनु : चाम अतॊ यार के फाद श्रीभान ववरास वयनेकय जी के 饍वाया ददमे गमे कु छ ननदेशⴂ के साथ सबी प्रनतबाचगमⴂ नेसॊगणक प्रमोगशारा के लरए प्रस्थान ककमा, इस ददनचमाथ के साथ ददन के कामथक्रभⴂ को ववश्राभ ददमा गमा ।
5 September 2012 एम ् ऐ गोऩीनाथ समहू 饍वारा
कर , 5 लसतम्फय ,को हभाये आॊचलरक लशऺा एवॊ प्रलशऺा सस्ॊ थान भसै यू भᴂ “ लशऺक ददवस‖ के 셂ऩ भᴂ भनामा गमा | इस सभायोह की श셁ु आत , हभाये भख्ु म अनतचथ ऩयभ आदयणीम श्री एस . सेववायाज जी , उऩामक्ु त एव ॊ ननदेशक, आॊचलरक लशऺा एवॊ प्रलशऺा सॊस्थान, भसै यू के कय कभरⴂ 饍वाया श्री डॉक्टय एस. याधाकृ ष्णन जी की भनू त थ ऩय भाराऩणथ
饍वाया की गई । इस अवसय ऩय सबी वव饍वान प्रलशऺकगण एवभ सहमोगी गण उऩल्स्थत थे । कपय व्माख्मान कऺ भᴂ सी. ए . कटय सभहू 饍वाया प्राथनथ ा कामक्रथ भ की कभान सबॊ ारी गई । इस कामक्रथ भ के दौयान कु . सल्ृ ष्ट 饍वाया ववशषे प्रस्तनु त के अतॊ गतथ श्री डॉक्टय एस. याधाकृ ष्णन जी के जीवन ऩय प्रकाश डारा गमा । श्री एस. गौतभ जी 饍वाया सदुॊ य एव ॊ प्रेयणादामक ववचाय प्रस्ततु ककमा गमा । श्री सारोडकय जी एव ॊ श्री चौधयी जी के 饍वाया सभाचाय प्रस्ततु ककए गए सबी प्रलशऺक गणⴂ एव ॊ स्टाप 饍वाया श्री सेववायाज जी का सम्भान एक सदुॊ य प्रसशॊ ा ऩत्र एव ॊ सॉर बेट 饍वाया ―लशऺक ददवस‖ के इस शबु अवसय ऩय ककमा गमा एवॊ हभ सबी को श्री सेववायाज जी के सयर, सहज, एवॊ सहमोगभमी व्मल्क्तत्व एवॊ उनकी ववदवानता से ऩरयचचत कयामा गमा। तत्ऩश्चात श्रीभती सती जी 饍वाया स्वागत बाषण ददमा गमा एवॊ सबी उऩल्स्थत अनतचथगण औय अन्म फवु जीववमⴂ का ऩष्ु ऩⴂ 饍वाया लशऺक ददव्饍स के उऩरऺ भᴂ स्वागत एव ॊ सम्भान ककमा गमा । प्रधान भत्रॊ ी बायत सयकाय एव ॊ के . वी. स.ॊ के आमक्ु त श्री अववनाश दीक्षऺत जी के 饍वाया बेजे गए फधाई ऩत्र का वाचन श्रीयेडेनना भहोदम 饍वाया ककमा गमा। इसके फाद श्री आय.के.ववश्वकभाथ जी 饍वाया लशऺा बाषण की प्रस्तनु त दी गमी कपय दहन्दी ऩखवाड़े के अॊतगथत सॊचालरत वाद-वववाद प्रनतमोचगता का आमोजन ककमा गमा ल्जसका शीषथक था ― वव饍माचथथमⴂ के फीच लशऺकⴂ का चगयता स्तय‖। कपय सबी उऩल्स्थत गणभान्म फवु जीववमⴂ की उऩल्स्थती भᴂ सभहू छामाॊकन लरमा गमा एवॊ वऺृ ायोऩण कामक्रथ भ सऩॊ ाददत ककमा गमा । कपय चाम अॊतयार के ऩश्चात वाद-वववाद प्रनतमोचगता का ऩरयणाभ घोवषत कयने के ऩश्चात कु . अजॊ री वभाथ एव ॊ सभहू 饍वाया साॊस्कृ नतक कामक्रथ भⴂ की प्रस्तनु त की श셁ु आत एक सन्ु दय एवॊ बल्क्तभम बजन से की गमी ल्जसे श्रोताओॊ ने तन्भमता के साथ सनु ा औय आनदॊ लरमा। कपय श्री चौधयी जी 饍वाया दोहे एव ॊ चौऩाइमाॉ प्रस्ततु की गमी सड़ोयकय जी 饍वाया देश बल्क्त का गीत प्रस्ततु ककमा गमा श्री प्रतीक 饍वाया सन्ु दय देश बल्क्त एव ॊ आध्माल्त्भक गीत प्रस्ततु ककमा गमा । श्री चौहान जी 饍वाया एक अलबनम एवॊ श्री एस.के.नतवायी जी 饍वाया हरयवॊशयाम फ楍चन जी की सप्रु लस यचना भधुशारा की कु छ ऩननतमाॉ प्रस्ततु की गमी। तत्ऩश्चात ननदेशक भहोदम, श्री आस. सेववाय焼 जी 饍वाया लशऺक ददवस ऩय बाषण एवॊ आशीवचथ न प्रस्ततु ककए गए। कु . सल्ृ ष्ट जी के 饍वाया साधुवाद ऻाऩन के फाद सॊस्थान भे आमोल्जत ववशषे बोज का सबी ने ननदेशक भहोदम के साथ आनदॊ ऩवू कथ रफ्ु ट उठामा। दोऩहय बोज के फाद सश्रु ी भेयी सहाम जी के 饍वाया सबी उऩल्स्थत रोगⴂ को लशऺक ददवस ऩय शबु कभनामⴂ के साथ लभठाई प्रादान की गℂ । तत्ऩश्चात उन्होने सी. एभ . ऩी. एवॊ कऺा ऩस्ु तकारम ऩय फड़ा ही उऩमोगी एव ॊ प्रबावी व्माख्मान ददमा गमा । चाम अतॊ यार के फाद श्री एस. वी. एस . सयभा जी के 饍वाया ऩस्ु तकारम सचॊ म ववकास ऩय व्माख्मान ददमा गमा। उसके फाद ग्रॊथारम भᴂ एवॊ अन्म स्थान ऩय इॊटयनेट सयु ऺा नीनत ऩय श्री भजु ीफ येहभान जी 饍वाया व्माख्मान ददमा गमा ल्जसभे सयु ऺा से जुड़ े अन्म भहत्व ऩणू थ ननदेशⴂ एव ॊ ध्मान देने मोग्म फातᴂ फताℂ गℂ । इस तयह हभाये प्रलशऺा का 9वाॊ ददन की गनतववचधमⴂ का सपर आमोजन सम्ऩन्न हुआ l
6 September 2012 Group V J.D Brown The day started with assembly by Group IV M.A. Gopinath.. First session started on the topic ―Internet Search strategies‖ by Mr. Mujib Rahiman, Resource person. During the session, he discussed different search engines such as Bing, Google, Dogpile, Duckduckgo etc. The advanced features of Google and the search strategies to be adopted for different purposes were explained and demonstrated. The participants were introduced to the biomedical mind map coremine.com providing access to biological, medical and health information. He also discussed cloud computing and file sharing on the Internet. The second session by Binoy, PGT English, Faculty, ZIET Mysore made the participants confident in spoken English. He started the session by introducing the book ―Tottochan‖ by Tetsuko Kuroyanagi which gives insight into the psychology of children and how the children learn things from the environment. He has suggested to watch & Listen to news especially BBC News to improve pronunciation . He has also suggested reading English newspaper daily. So we concluded: The test of good teacher is not how many questions he can ask his pupil, but how many questions he inspires them to ask…… Third session witnessed the presentations by Shri Ram Kishore Vishwakarma on ―Reader‘s Club‖. He mentioned so many library activities and discussed Information Literacy skills, Learning skills, Information literacy curriculum, etc. It was followed by the presentation of ―class wise list of books for library‖ by Group III. A comprehensive list of books suitable for students from Class I-XII was discussed. The participants also contributed and made suggestions.Following that, the blogs created by the participants during the Inservice Course were presented. And Essay writing competition under ‗Hindi Fortnight‖ followed.
7 September 2012 Group I S.R Ranganathan Morning assembly began with the prayer by Group V, J.D.Brown followed with a book review by Mr. Mahaboob Khan on ‗GABAN‘, a Hindi novel written by Munshi Premchand. Report was presented by Mrs. Suchetha followed by a patriotic song, very well sung by Mrs. Sudheendra Rani, the song was 'KHUDA SE MANNAT HAI MERI' with heart touching PPT on Kashmir. It was followed by a one hour long Mid Term test which covered all the topics discussed during the course from 28.8.2012 including ICT skills, Life Skills, Communication Skills etc... Test was conducted for. Then Mr. K. Murlidhar came forward to give his simple presentation on school library and given statistical formula slv/11/11 to represent 11 day in-service course programme with 11 guest lectures. After short tea break all the participants visited K.V. Mysore with their questionnaire on different objectives pertaining to library usage to collect data from the students as well as teachers. Post lunch session started with Hindi pakhwada celebration. Hindi poem recitation competition was conducted and 18 participants were participated with their full enthusiasm to give maximum importance to the hindilanguage. To inspire all the participant of inservice course one mind blowing video clipping was shown by Mr.Tiwari (PGT-Hindi) on the poem of ―madhushala‖ of Harivansrai Bachan, recited by AmitabBachhan.Then Mr. Mujib Rahiman presented a very interesting and touching poem "Bude Bache" by renowned poet, Ashok Chakradhar.
After evening tea session power point presentations on group work on various topics were presented inviting valuable ideas and views of all participants. Group 1 presented- Basic library curriculum - Information literacy curriculum for class 1 to 10. So many good suggestions were given by resource persons and participants. Then group 2 presented their presentation on Collection of Resourses (Websites).Then group 4 presented their presentation on ―Status of K.V.Libraries and Operational Issues: Solutions and Suggestions‖. The Session ended with a very active discussion and suggestions by the participants.
8 September 2012 मेजववऱ डीवी समूह 饍वारा EDUCATIONAL FIELD TRIP TO LOCAL LIBRARIES: School & Digital Library, University of Mysore.
ददनाॊक ०८.०९.२०१२ को ऩवू थ ननधारथ यत कामक्रथ भ के अनसु ाय प्रात् ७:१५ फजे आॊचलरक शैऺणणक प्रलशऺा सॊस्थान , भसै यू से सबी सवे ाकारीन साचथमⴂ ने श्री ववरास वनेकय भहोदम के ननदेशन भे चाभडुॊ ा दहवस एवॊ नॊदी भॊददय के लरए प्रस्थान ककए ।८ फजे चाभडुॊ ा दहवस ऩहुॊचे एव ॊ भाॉ चाभडुॊ ा तथा नदॊ ी के दशनथ के उऩयाॊत लशववय भᴂ रौट आए। सस्ॊ थान भᴂ प्रात:कार का चाम नाश्ता लरमा एवॊ ९.३० ऩय ऩनु : शक्षै ऺक भ्रभण के अतॊ गतथ प्रभती वव饍मारम भसै यू के ऩस्ु तकारम ऩहुॊचे । ऩस्ु तकारम ऩहुॉचने ऩय ऩस्ु तकारमाध्मऺ ने सबी सहबाचगमⴂ को कम््मटू यीकृ त ऩस्ु तकारम की आवश्मक जानकायी दी । साथ ही फायकोड का उऩमोग कैसे होता है मह बी फतामा। कम््मटू यीकृ तउऩकयणो व कामशथ रै ी की जानकायी देकय हभ सफ को राबाल्न्वतककमा । तत्ऩश्चात शक्षै ऺक भ्रभण की कड़ी भᴂ भसै यू ववश्ववव饍मारमके ऩस्ु तकारम प्रात: ११:३० ऩय ऩहुॊचे। वहाॊ डडल्जटर डॉक्मभु ᴂटेशन सटᴂ य का भ्रभण ककमा तथा सहबाचगमⴂ ने डडल्जटर ऩस्ु तकारम के फाये भᴂ जानकायी री । सदॊ ब थ ग्रथॊ ारम भᴂ आने वार े भहत्वऩणू थ सभसाभनमक अलबरेख, उनका यख यखाव, ऩस्ु तकⴂ एव ॊ जनवथ स का प्रदशनथ देखकय आवश्मक जानकायी री । डडल्जटर ऩस्ु तकारम भᴂ कामयथ त कभचथ ारयमⴂ न े हभाया उत्साहवधनथ ककमा । दोऩहय १ फज े भसै यू ऩरै ेस ऩहुॊच,े सबी ने भहर भᴂ उऩरब्ध ववलबन्न चचत्रⴂ, ऩोस्टयⴂ,एवॊ वहाॊ उऩरब्ध अलबरेखⴂ से नतहालसकए जानकायी री । दोऩहय २:३० फजे हभसफसॊस्थान ऩरयसय भᴂ वाऩस आए । दोऩहय के बोजन के ऩश्चात ३:३० फजे टीऩ ू सवु तान की ग्रीष्भ कारीन आयाभगाह अथातथ भहर एव ॊ म्मल्ू जमभ के लरए प्रस्थान ककमा । वहाॊ ऩहुॉचनेऩय सबी एनतहालसक तथ्मⴂ, सभकारीन वेषबषू ा, हचथमाय, पनीचय आदद से ऩरयचचत हुए । शाभ ५:३० फजे टीऩ ू सवु तान के प्राचीन भहर के जीण-थ शीणथ अवशेष, उनकी भत्ृ म ु स्थर, वाटय गेट तथा प्राचीन याभस्वाभी भदॊ दय के दशनथ ककए जो स्थाऩत्म करा का फजे ोड़ नभनू ा है । अनॊ तभ कड़ी भᴂ वन्ृ दावन फगीचे भᴂ शाभ ६:१५ ऩयऩहुॊचे जहाॊ चायो तयप यौशनी पै री हुई थी औय यॊग-बफयॊगी ऩानी के फौहाये सॊगीतके साथ फयस यही थी । वहाॊ सबी ने नौका ववहाय का बी आनदॊ लरमा । वहाॉ का वातावयण पू रⴂ की खुशफ ू से भहक यहा था, तत्ऩश्चात हभ सफ याबत्र ९:३० फजे
ववश्राभ हेत ु सस्ॊ थान ऩहुॊच े ।उऩयोक्त भ्रभण के आमोजन के लरए हभ सफ प्रलशऺणाथी भाननीम ननदेशक भहोदम, श्री ववरास वनके य, श्री डी. वी. एस. शभाथ,औय श्री भजु ीफ यदहभान का 셃दम से आबाय प्रकट कयते हℂ कक इनके अथक प्रमास एवॊ भागथदशथन से कामथक्रभ सपर हुआ |
9 September 2012 सी. ए. कटर समहू 饍वारा
ददनाॊक 09.09.2012 की दैननक कामक्रथ भ की प्रस्तनु त 饍ववतीम सभहू भरै ववर डीवी 饍वाया दी गमी । प्राथनथ ा सभहू 饍वाया प्रस्ततु की गमी तथा सवु वचाय, सभाचाय, ववशषे प्रस्तनु त अऩने क्रभ भᴂ प्रस्ततु ककए गए ल्जसभᴂ ववशषे प्रस्तनु त के अतॊ गतथ भाइक्रो सॉफ्ट का उऩमोग बववष्म भᴂ ककस तयह ककमा जाना है इससे सॊफल्न्धत जानकायी श्रीननभथर जी 饍वाया एक वीडडमो ल्क्रऩ ददखाकय सबी को अवगत कयामा गमा तत्ऩश्चात ७ लसतम्फय का प्रनतवेदन श्री भकु े श जी 饍वाया तथा ८ लसतम्फय का प्रनतवेदन श्री ददहमा जी 饍वाया प्रस्ततु ककमा गमा । प्राथथना सभा्त होने के ऩश्चात प्रथभ सत्र भᴂ श्री ववनोम स्नातकोतय अॉग्रेजी आॊचलरक लशऺा एव ॊ प्रलशऺा सस्ॊ थानभसै यू 饍वाया स्ऩोकन अग्रॉ ेजी के अतॊ गतथ ककसी व्मल्क्त के हाव-बाव, उनके ववशेषताओॊ से सबी को अवगत कयामा गमा तथा एक कक्रमाकराऩ के 饍वाया भोफाइर पोन के गणु ⴂ अवगणु ⴂ के फाये भᴂ ववस्ताय से सभझामा औय अॉग्रेजी के ववलशष्ट शब्दⴂ का उऩमोगकैसे कयना है बरीबाॉनत सभझामा गमा । 饍ववतीम सत्र भᴂ श्री एभ. गोववदॊ ु स्नातकोत्तय गणणत आचॊ लरक लशऺा एव ॊ प्रलशऺा सस्ॊ थानभसै यू 饍वाया ववलबन्न प्रकाय के अवकाश ननमभⴂ की ववस्ततृ जानकायी दी गमी जैसे कक आकल्स्भक अवकाश, अल्जथत अवकाश, अध थ वेतन अवकाश आदद के फाये भᴂ ववस्ततृ जानकायी प्रदान की गमी । इसके साथ ही उन्होने कᴂर सयकाय के चचककत्सा ननमभⴂ से अवगत कयामा तथा कालभथक कवमाण के बी ऊऩय प्रकाश डारा । बोजनावकाश के फाद श्री ववरास वयनेकय जी 饍वाया ददमे गए ननदेशानसु ाय सबी सभहू अऩन े अऩने सवेऺण का आकरन कयना प्रायम्ब ककमा, आकरन के ऩश्चात सबी सभहू सगॊ णक कऺ भᴂ अऩने कामⴂ को ऩणू थ कयने के लरए जटु गए । चौथे सत्र भᴂ दहन्दी ऩखवाड़ े के अतॊ गतथ डॉ. सयु ेन्र नतवायी जी 饍वाया दहन्दी टॊकण प्रनतमोचगता का आमोजन कयामा गमा, ल्जसभᴂ सबी प्रनतबाचगमⴂ न े उत्साह ऩवू कथ फढ़-चढ़ कय बाग लरमा । इस प्रकाय ववगत ददन के कक्रमाकराऩⴂ की सक्षॊ ऺ्त वववयण प्रस्ततु ककमा गमा ।
10 September 2012 एम.् ऐ. गोऩीनाथ समहू 饍वारा ददनाॊक 10 लसतम्फय 2012 की श셁ु आत सी. ए. कटय सभहू 饍वाया प्रस्ततु प्राथथना कामथक्रभ से की गई प्राथनथ ा कामक्रथ भ के अतॊ गतथ सवु वचाय श्री ढोरे जी 饍वाया, सभाचाय श्री भयु रीधय जी 饍वाया एव ॊ ववशषे प्रस्तनु त के अतॊ गतथ एक प्रश्नोत्तयी फड़ े ही योचक एव ॊ प्रबावी तयीके से श्रीभती सती भेनन एव ॊ श्री सखु वेन्र गौतभ 饍वाया की गई। तत्ऩश्चात सश्रु ी सल्ृ ष्ट कु भायी जी 饍वाया प्रनतवदे न प्रस्ततु ककमा गमा।
इसके फाद प्रो. श्रीभती भारती,SDIMD श्रीयाभ भसै यू 饍वाया HTML का ऩरयचम वेफ ऩेज डड焼ाइननॊग एवॊ वेफ साइट डड焼ाइननॊग ऩय व्माख्मान ददमा गमा। ऩहरे वेफ ऩेज डड焼ाइननॊग एवॊ वेफ साइट डड焼ाइननॊग ऩय सै ाॊनतक कऺाएॊ चरीॊ कपय चाम अॊतयार वेफ ऩेज डड焼ाइननॊग एवॊ वेफ साइट डड焼ाइननॊग ऩय प्रामोचगक कऺाएॊ चरीॊ ल्जसके तहत सबी प्रलशऺाचथथमⴂ ने अऩने अऩने वेफ ऩेज एवॊ वेफ साइट weebly.com ऩय फनाई। दोऩहय बोज के फाद श्री फयनेकयजी 饍वाया वावषथक ऩस्ु तकारम गनतववचध मोजना ऩय उऩमोगी एव ॊ भहत्तवऩणू थ व्माख्मान ददमा गमा तत्ऩश्चात श्री भजु ीफ जी 饍वाया कु छ फड़ े ही योचक भ्रभ का स्राइड शो प्रस्ततु ककमा गमा। इसके फाद सबी सभहू ⴂ 饍वाया वावषकथ ऩस्ु तकारम गनतववचध मोजना ऩय ववचाय ववभश थ ककमा गमा औय सधु ाय-सझु ाव ददमे गए। कपय सामॊकारीन चाम के फाद सबी प्रालशऺाचथथमⴂ 饍वाया सॊगणक प्रमोगशारा भᴂ अऩने-अऩने व्मल्क्तगत एव ॊ साभदू हक प्रामोजना काम थ सम्ऩन्न ककए गए। इस प्रकाय हभाये 21 ददवसीम सेवाकारीन प्रलशऺा के 14वᴂ ददन की गनतववचधमाॊ सम्ऩन्न हुℂ।
11 September 2012 Group V: J.D Brown
The day started with an excellent morning assembly which included Bhajan by Mr.Sathyavan Riccharya and an informative quiz by Ms.Anjali Verma in which the General Knowledge and Book title Challenge were found very interesting. Then Our Course Director Mr.Selva Raj inaugurated the first newsletter for 21 days in-service course for Librarians prepared by the participants. The News letter was very exhaustive covering the preceding days 'activities and photographs. It was well designed. He appreciated the efforts taken by and motivated everyone to come forward and prepare the same .Then our resource person, Mr.DVS Sharma, gave an idea about the day‘s programme. In the series of guest lectures we had Sri.M. Minhaj, Professor from SDMIMD who started the session with describing basic things about digital library. He discussed about the basic concepts of digital library, explained its features and importance, and introduced various types of digital library softwares, and especially about Green stone Digital Library Software. After the Tea Break Sri.Minhaj continued the session with how to install Java and GSDL Softwares and create Digital Library. In the post lunch session under Hindi Pakhwada celebrations, Mono act competition conducted in which some participants actively took part and showed their talents .The final session saw all the participants engrossed in preparing their own digital library. Our resource person‘s pro-active support helped all the participants to achieve the targets of the day.
12 September 2012 Group I: S.R Ranganathan
The 16th day of the 21 days In-service course for Librarians at ZIET Mysore began by an Assembly programme by J D Brown group. After the prayer, various items like thought, word of the day, news etc. was presented by the members of the group.The Course Director Sh.S Selvaraj, in his address to the participants appreciated the morning assembly and also released the 2nd Volume of the e-Newsletter of the course prepared by various participants. He requested the participants that their
learning of newsletter preparation should be seen in application through their school news letters. After the Assembly programme, as a part of Hindi Fortnight Celebration, Hindi song competition was conducted wherein the participants enthusiastically took part with songs ranging from Bhakti ras to Ghazals. The entire atmosphere became musical with participants falling in a melodious trance. The result of the competition was declared soon after. After it,Sh. MujibRahiman presented some motivational clips. The presentation was followed by Individual presentations by participants. After a short tea break began a session of ‗Sensitization of School Children‘ to Social Issues by Sh. U P Binoy. In his lecture, he drew the attention of participants towards the various social issues, environmental needing sensitization of children and adolescents. By way of video clips, he gave a heart touching presentation on various social issues like degrading patriotic feeling among Indians, child abuse, child labour, disobedience of children for parents, gender bias, food waste, secularism, neglect of the elderly, old age issues etc. He also showed us concrete ways to sensitize children of our Vidyalayas by means of video clips, poster making, newsletter, open forum, discussions, club activitieis, field visits etc. All the participants were touched by the lecture and presentation. The session was followed by lunch break, and then left out individual presentations were completed by the participants. It was followed by a Guest lecture on ‘ Information sources on Teaching and Research and Digital Libraries of Books and Journals‘ presented by Sh. C P Ramsesh, Deputy Librarian, Uni. Graduate Library, University of Mysore. He explained the use of Photonics in storage and communications of Information, along with optical laser technology, satellite communication, and growth of Web sphere and advent of digital libraries.
He highlighted the advantages of Digital Libraries and mentioned the Web resources available. The session continued after a tea break and Sh. Ramsesh gave an exhaustive list of Aggregators of E-journals on the web and publishers online. His in-depth knowledge on the subject gave altogether a new dimension to our concept of Digital Libraries. After the session Individual presentations were given by participants. Thus ended yet another fruitful day at ZIET Mysore.
13 September 2012 Group II : Melwil Dewey
17th day of the 21 day in-service course started with morning assembly by S R Ranganathan group. In connection with Hindi Pakhvada, Hindi books were exhibited and was inaugurated by Mr.Bhatt (senior official from NIC) . Mr.S Selvaraj, Director,, ZIETMYsore ,all the members of faculty on the institute and all the participants were present in the Book Exhibition held in the library and sweets were distributed to everyone thereafter.. Following it the first session was taken by Mr. Bhatt and Ms.Shweta from NIC Bangalore. He talked about the features of e-Granthalaya and different modules which will be useful for librarians, as its installation and use have been made mandatory in KVs.. The whole day was devoted to e-grantalaya and was taken by Mr. Bhatt, which included participant‘s introduction, installation of software, data entry etc. Data entry was made involving participation of various librarians. After that, he explained different modules such as Admin, Acquisition and Cataloging. Along with Ms. Shweta, Mr. Bhatt taught how to make Accession Register, Stock Verification, and Changing copy status, installing fonts, generating bar code labels
etc. He asked suggestions from participants for the necessary modifications in the software. The last session was taken by Mr. DVS Sharma; He explained very clearly concepts of Stock Verification and Condemnation through E Granthalaya.
14 September 2012 सी. ए. कटर समहू 饍वारा ददनाॊक 14.09.2012 की दैननक कामक्रथ भ की प्रस्तनु त 饍ववतीम सभहू भरै ववर डीवी 饍वाया दी गमी । ददन की श셁ु आत प्रात: कारीन सबा प्राथनथ ा, सभहू के 饍वाया प्रस्ततु की गमी तथा सवु वचाय, सभाचाय, ववशषे प्रस्तनु त अऩने क्रभ भᴂ प्रस्ततु ककए गए । 13 लसतम्फय का प्रनतवेदन श्रीभती शलरनी अस्थाना जी 饍वाया प्रस्ततु ककमा गमा, प्राथथना कामथक्रभअत्मॊत छोटे 셂ऩ भᴂ सदुॊ य से प्रस्ततु ककए गए । इसके ऩश्चात दहन्दी ददवस के उऩरक्ष्म भᴂ श्रीभान नतवायी जी के饍वाया आमक्ु त भहोदम कᴂरीम वव饍मारमा सॊगठन नई ददवरी से दहन्दी ददवस के ऊऩय प्रा्त प्रनतवेदन को ऩढ़ा गमा तथा दहन्दी को याष्रबाषा के 셂ऩ भᴂ अऩनामे जाने के भहत्ता ऩय प्रकाश डारा गमा । उऩामक्ु त भहोदम ने कऺा के सचॊ ारन को आगे फढ़ाने के लरए श्री बट्ट जी तथा उनकी सहानमका सश्रु ी श्वते ा जी को भचॊ सबॊ ारने के लरए आभबॊ त्रत ककमा । श्रीभान बट्ट जीने E-granthalaya के भहत्व ऩय प्रकाश डारा तथा श्री शभाथ जी औय सश्रु ी श्वेता को के न्रीम वव饍मारम भᴂ ऩस्ु तकारम की आवश्मकता के अनसु ाय अभ्मास/ आवश्मक जानकायी देने के ककए भॊच ऩय आभॊबत्रत ककमा । सबी प्रनतबाचगमⴂ न े अत्मतॊ उत्साह के साथ अऩनी अऩनी आवश्मकतानसु ाय जानकारयमाॉ प्रा्त की तथा अऩने काम थ के उऩयाॊत आने वारी कदठनाइमⴂ को उनकी सहामता से दयू ककमा । श्रीभान शभा थ जी औय सश्रु ी श्वेता जी ने अत्मतॊ सयर तयीके स े E- granthalaya के ववलबन्न modules को LCD के भाध्मभ से सभझामा । दोऩहय बोजन के ऩश्चात सबी प्रनतबाचगमⴂ को अभ्मास के लरए सॊगणक कऺ भᴂ रे जामा गमा औय सबी को सॊगणक ऩय ववलबन्न modules के फाये भᴂ जानकायी दी गमी, जानकायी प्रा्त कय सबी प्रनतबाचगमⴂ ने फहुत ही उत्साहऩवू कथ अभ्मास कय अऩने सबी कदठनाइमⴂ का सभाधान ककमा औय सबी ने शामभकारीन तक अभ्मास कय 煍मादा से 煍मादा सीखने का प्रमत्न ककमा ।
15 September 2012 Group IV: M.A Gopinath
The day started with the morning assembly by Group III C.A Cutter which included prayer, news, thought and special item. The Course director appreciated the programme and motivated us to learn from our experiences and make use of the experiences to fulfill our expectations for the future. The morning assembly was followed by the individual presentation by the participants which included a presentation on maintaining an ―Effective Accession Register‖ by Mr. Avinash Chati ; ―Rules of Library‖ by Ms. Varalakshmi and ―Librarian as Information Manager‖ by Ms. Anjali Verma. All the groups presented their findings on the user survey conducted by them at KV Mysore. Every group presented its analysis with the help of charts and diagrams
highlighting the major findings of their studies and engaged the participants in discussions throughout. The post lunch session started with a two hour Post Test. After an hour break, a cultural programme was oragnised by the participants from 6:00 PM to 7:00 PM including group dance, music and skit. All of the participants participated enthusiastically in the programme, which showcased the varied talents of hight quality. 16 September 2012 Group V: J.D Brown
On 16th Sep 2012, all the participants with course co-ordinator Mr. Vernekar, Resource persons Mr. Mujib Rahiman and Mr. DV S Sarma went for an excursion tour to Coorg. Coorg is an administrative district located in the southern state of Karnataka. It is also known as Kodagu and covers an area of 4,102 sq. km in the region covered by the Western Ghats. We were all very excited for the trip. Our bus started at 7 in the morning. First we visited the Tibetan Monastery located around 6 kms from Kushalnagar town towards Mysore. The surroundings were really calm and quiet. We witnessed their prayer. Next we visited Cauveri Nisargadhama. It was really a refreshing experience to walk through the hanging rope bridge and the lush foliage of thick bamboo groves, sandalwood, teak trees surrounded by the Cauveri River. Then, we went to Talakaveri, the place where the River Kaveri originates. The temple on the riverbank here is dedicated to Lord Brahma, and is one of only two temples dedicated to Brahma in India and Southeast. The natural view was very eye appealing. We reached back to the hostel by 10p.m.. We all were very tired but still this trip will remain a memorable trip for all of us. We are really thankful to our Course Director Mr. S Selvaraj for providing us this wornderful opportunity.
17 September 2012 Group V: J.D Brown
The day started with the assembly programme by Group-4 M.A.Gopinathan..The whole programme was well appreciated by all.The first session started with the presentation on ―Innovations and Ideas in School Libraries‖ by our resource person ,in which many areas were included which will facilitate the growth and development of School Libraries. Next was a lecture by Mr.Binoy (PGT) English ZIET faculty on Inclusive education. The session was very interactive and thougt provoking. Second part of the morning session was enriched with an Open forum/Plenary session/ Discussion by all the participants. Participants shared their impressions with others. It followed by Closing ceremony of ―Hindi Pakhwada organized in which prizes were distributed to the winners of various competitions under Hindi Pakhwada by the Chief Guest, Dr....K.V Shivaramkrishnan Reader hindi bhasha sansthan.Mysore . Following lunch participants filled the feedback forms and provided suggestions for the futher improvement of the courseand colorful valedictory Programme was conducted thereafter. The participants and resourse persons gave their impressions based on their experiences about the course and the course Coordinator Mr. Vilas Vernekar presented the report of the 21 day inservice course. Following that the Course Director Mr. S Selvaraj, Director, ZIET Mysore distributed certificates to the participants and addressed the gathering. In his speech, he requested the teachers to practice the learning and the knowledge they have acquired in the course for the
benefit of the target group in their respective schools.. It was a mixture of pleasure and pain that was very much visible on the faces of everyone .Thus the 21 day in- service course for Librarians was concluded inculcating more zeal and enthusiasm in the participants to incorporate whatever they have learned in their respective school community and to update and enhance their professional skills. WRITE UPS ON VARIOUS LECTURES
GUIDANCE SERVICES IN KENDRIYA VIDYALAYAS S. Selvaraj Director, ZIET Mysore
The need for guidance is universal. All students need guidance, irrespective of the type of school they are in, so that they may have a proper understanding of their personalities and may develop all aspects of their personalities. Students need to know themselves so that they may seek experiences, which are in agreement with their abilities, interests and values and may develop their personalities, to the full. Students also need to have self-knowledge so that they may form life goals and plans which are realistic – neither too high nor too low and which may enable them to find satisfactory outlets for their talents.
Students need guidance to enable them to make choices at various stages of their educational career. With the introduction of the new pattern of education, the lower secondary stage will cover only two classes, IX and X .At the end of ten years of general education, there are three possible courses open to students: (a) they can enter the working force, (b) they can take vocational courses, (c) they can take higher level academic courses of study to prepare for entrance into the first degree class in the college or university. Since the ninth and tenth years in the ten-year school will be terminal for large majority of students who will choose alternative (a) they will need help in making vocational choices at the end of the period of general education.
Similarly, those students, who wish to continue in school up to class XII, with in the vocational or academic courses, will need guidance to enable them to choose the course of study which suits them best, since the choice of a course at this stage will influence their future end will determine the kinds of jobs they will find as well as the degree of satisfaction they will derive from these jobs, they not only need to be provided with information about various educational and vocational possibilities but will also need to be provided with information about various educational and vocational possibilities but will also need to be helped in developing a realistic self- concept. They will thus need to have knowledge about themselves-their abilities, interests and needs as well as about the courses and jobs available.
Another area in which students need guidance is that of choosing, preparing for, entering upon and progressing in a career. The term vocational development / career development has been used by psychologists to describe this process. The process of vocational development covers almost the entire span of life of an individual; it begins quite early in one‘s life and continues till some time after retirement from work.
The individual passes through various stages called growth, exploration, establishment, maintenance and decline in the process of career development. Guidance services in school can help students in the process of career development, particularly in the stages of growth and exploration by making it possible for them to
gain knowledge about the world of work. By providing them opportunities for self exploration as well as exploration of the world of work while they are still in school, guidance helps make the transition from school to work easier. Besides, assisting students to understand their strengths and limitations, gain information about educational and vocational opportunities and to make realistic educational and vocational choices and plans, guidance has another very important aim – to help students to make the best possible adjustment to situations in the school as well as in the home. It thus seeks to facilitate the development of all aspects of an individual‘s personality.
As the goal of education is also the full development of the individual, it will be seen that the aim of guidance is directly related to that of education. Guidance, therefore, should be regarded as an integral part of education and not as a special psychological or social service which is peripheral to education. Besides, contrary to popular belief, guidance is meant for all students not just for those who deviate from the norm. It is meant to be continuous process aimed at helping the individual to make sound decisions and adjustments to the various situations that arise from time to time.
Guidance is required in the Vidyalayas not only because its aims are the same as those of education and it facilitates the process of education. There are other reasons, too for providing this service in the Vidyalayas, instead of having a separate agency in the community for it. Although individuals face problems at every stage of life, studies have shown that if a person has acquired skills in him likely to have fewer problems at later stage in life and to be better equipped to deal with them. These problems are also not likely to be of very serious nature.
Because of the rapid expansion in education a larger percentage of children of school going are now attending school. The percentage will continue to increase even further. A larger number of students now come to school from homes which are not able to assist them adequately in dealing with their life problems. Because of various factors such as rapid industrialization, political and social changes in the occupational structure of the country and the growing complexity of life, there are greater pressure and strains in the family as a result of which the home is not able to provide the child the kind of support and help it did in earlier days.
Then again with the changes in the structure and content of education, educational programmes have been introduced in the curriculum which can be of special benefit to the under-privileged groups in our society, and can motivate them to come to school as well as to stay on.
The needs of these children from the weaker sections of society will have to be identified and suitable provisions will have to be made to satisfy them, the school with guidance programme is only agency to which such students can look for the help they need to deal with their problems.
The School is in a better position than any other social agency in the community to provide guidance services to the students. It is in a better position to collect the data about students which are required by the school guidance worker to have a clear and accurate picture of the pupil‘s development. Again, the difficulties experienced by students, in the learning of basic skills in the different subject areas can be diagnosed more accurately by the school teachers and counselors. The school can also identify pupils who need special help and opportunities such as the gifted, the backward, the under achievers and physically handicapped students. The potential
drop out can be detected at an early stage and helped to stay on in school. Again, the school can easily approach other community agencies with whose co-operation it may be able to do a better job of meeting the needs of the students. Above all, the students and the parents are likely to have more confidence in the guidance services provided by the school teachers and counselors than in the guidance personnel of any other agency outside the school.
However, it would be impractical to expect the schools as they are organized at present, to provide guidance services to an adequate extent. Teachers and Principals will have to be trained and oriented properly, schools will have to be better equipped , over crowding in classes reduced and examination and other school practices improved, now that the changes are being introduced in our Vidyalayas, we can be optimistic about the future of Guidance services in our schools.
While it is true that the aim of Guidance is the total development of the individual, the guidance worker must always be concerned with relating this aim with another important aim of guidance namely, meeting the needs and demands of society. As one writer in the field has absorbed ―It is the burden and glory of the guidance worker that he has a relation both to the individual and society‖
Education may be thought of as a system consisting of three elements or sub functions: instructions, services and administration. Interdependence and interrelationship among these sub functions is a must for the system to work. Neither instruction, nor services or administration alone can achieve the goals of education by itself. The instructional function in the system is primarily a teaching function; administration is a managerial function, while service is a helping function. Service function aims at organizing various activities to help an individual child in the social context of the school setting.
All the above three elements work as a system to bring about changes in the behavior of learners in desirable directions. These changes are reflected in acquisition of new knowledge and modifications of existing knowledge; development of new skills or modification of existing skills; the development of attitudes, feelings and values: and these changes enhance the healthy growth and development of the individual and contribute to the well being of the society of which he is a part. Guidance services support educational process by directing and controlling activities to help each individual develop his potential. Hence guidance is considered as an integral part of the total educational process in which the teacher, the parent, and the guidance counselor have important roles to play. It is therefore desirable that teachers and parents should understand the meaning and importance of guidance so that their day to day behavior and activities with children will lead to the all round development of the children.
In order to achieve the all round development, which enables a child to be a fully functional individual, guidance in schools should take into consideration children‘s internal and external environmental factors and influences. A thorough understanding of these factors and their influences can lead one to think of guidance services in schools to play the following roles: Developmental; 2.Preventive; 3.Education and career counseling; 4. Adjustments 5.Diagnostic and Remedial; 6.Crisis management; and 7.Psychotherapy. Each of the above roles of guidance has to look after various aspects which come under them.
The developmental role of guidance service looks after the aspects of the children such as communication skills, Self concept, Life goals, Sexual values, Social skills, Multicultural awareness and Nutrition and Exercise. The preventing role of guidance service looks after the following aspects of children: Smoking, Alcoholism and Drugs, Youth and law, Suicide prevention, Health risk reduction, Teenage Romantic affairs, Child abuse, STDs awareness, and AIDS awareness.
The education and career counseling role of guidance covers the following aspects: Academic concerns, Decision making, Self assessment, Careers and Values, Occupational Orientation, Study skills, Time management, Moral values, and Personality development.
The adjustment role of guidance service takes into its fold, those problems which change mal adjustive behavior among children. The causes of mal-adjustive behavior, their identification and systematic process of initiating children to adjective behavior are the aim here. The causes are: Depression, Stress, Anxiety, Neglect, Abandonment, Anger, and Guilt, Children of alcoholic parents, Fear, Backwardness, New schools, Moving, and Single parent families.
The diagnostic and remedial role of guidance service in schools should take care of the following aspects: Study habits, Learning styles, Learning disabilities, Thinking Skills, Overcoming shyness and superiority, Conflict resolutions, Giftedness, and Behavioral Disabilities.
The crisis management role of guidance service in schools aims at solving problems arising out of: Sexual abuse, Sexual harassment, Physical abuse, Violence in family, classroom or school, Grief Bereavement, Loss of love, Anger and Other crisis situations.
The role of psychotherapy in schools can‘t be underestimated. Yet in view of paucity of personnel in schools , teachers with the knowledge of identification aspect of psychological and developmental concerns which require long tem therapy are required so that once such cases needing psychotherapy are identified they can be referred to outside agencies.
To play the multi furious roles, the guidance in schools should generally offer seven services. Of the seven services, four are considered as essential and any school needing to have guidance as an integral part of education should be able to offer these services. They are: 1) The Orientation service 2) The individual Inventory services. 3) The occupational service and 4) The counseling service.
The other three services are called peripheral services. They are placement service, research and diagnosis service and follow-up service. A teacher wanting to take up guidance work needs to have certain characteristics and qualities. They are listed as follows: 1. Recognizing the basic dignity and worth of each individual student. 2. Non-judgmental attitude towards students. 3. Readily gives unconditional positive regard to students. 4. Genuine 5. Empathetic
6. Emotionally balanced 7. Having high level of interpersonal skills 8. Self awareness 9. Open mindedness 10. Effective communication skills
The following books on guidance and counseling are recommended for teachers: 1. ‗Guidance: An Introduction‘ written by John J. Pietrofesa, Bianca Bernstein, JoAnne Minor, and Susan Stanford (all from Wayne State University). Publisher: Rand McNally College Publishing Company, Chicago, America.
2. ‗The Professional Counselor: A process guide to helping‘ written by L. Sherilyn Cormier, West Virginia University, and Harold hackney, Fairfield University. Publisher: Allyn and Bacon, A division of Simen & Schuster, Inc. 160 Gueld Street, Needham Heights, Massachusetts 02194
3. ‗The Skilled Helper: A problem-management approach to helping‘ written by Gerard Egan, Loyola University of Chicago. Publisher: Brooks/Cole Publishing Company, Pacific Grove, California.
4. ‗Manual for Guidance Counselors‘ written by R. K. Saraswat and J. S. Gaur. Publisher: National Council of Educational Research and Training, NCERT campus, Sri Aurobindo Marg, New Delhi 110 016.
5. ‗Occupational Information in Guidance‘ written by Gursharan Kaur Joneja. Publisher: National Council of Educational Research and Training, NCERT campus, Sri Aurobindo Marg, New Delhi 110 016.
6. ‗Counseling and Guidance‘ written by S. N. Rao, Publisher: Tata McGraw Hill, Delhi. 7. ‗Readings for Career teachers‘ written by S. Mohan. Publisher: National Council of Educational Research and Training, NCERT campus, Sri Aurobindo Marg, New Delhi 110 016.
LIBRARY AND LIFE SKILL EDUCATION Sahaya Mary, HM, ZIET Mysore
One best-practice model for contributing to the healthy development of adolescents is the life skills approach.
A key aspect of human development -- as important to basic survival as intellect -- is the acquisition of socio-cognitive and emotional coping skills. This approach, sometimes referred to as skills-based education, builds skills in these particular areas to strengthen an adolescents‘ protective factors, promote the competencies necessary to make a healthy transition to adulthood, and promote his or her adoption of positive behaviors. Effective programs apply skills to issues relevant to an adolescent‘s developmental tasks and social context, such as developing a sexual identity, understanding peer pressure, or managing emotions. This has been shown to impact on behaviors. For more than a decade, research on interventions that address these specific skill areas has shown their effectiveness in promoting desirable behaviors, such as sociability, improved communication, effective decision
making and conflict resolution, and preventing negative or high-risk behaviors, such as use of tobacco, alcohol and other drugs, unsafe sex, and violence. Based on this research and on theories of human development, we have identified three key categories of life skills: (1) social or Based on this research and on theories of human development, we have identified three key categories of life skills: (1) social or interpersonal skills; (2) cognitive skills; and (3) emotional coping skills. For purposes of clarification, life skills programs do NOT encompass technical/vocational skills (carpentry, sewing, computer programming), skills for helping a young person to get a job, such as interviewing skills, or skills for managing money, such as balancing a cheque book or opening a bank account. While many young people may benefit from programs that address these practical skills, the socio-cognitive and emotional coping skills are shown to be core elements of human development Life Skills Education - Introduced for class VI in 2003-2004. - Interdisciplinary in nature. - Evaluation through grades as Continuous and Comprehensive Evaluation only positive Attributes of learners to be reflected. - Develops self -awareness, social commitment, eco-sensitivity and positive adaptive behaviour in children. - Implemented in class VII in 2004-2005 and in class VIII in 2005-06. - Course materials have been published by CBSE. - Training Programmes are being conducted. Circulars Nos.21/05.09.03, 11/26.02.04; 04/25.01.05 DEFINITIONS Life skills have been defined as ―the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life‖(WHO). ‗Adaptive‘ means that a person is flexible in approach and is able to adjust in different circumstances. ‗Positive behaviour‘ implies that a person is forward looking and even in difficult situations, can find a ray of hope and opportunities to find solutions. According to UNESCO- ―Life-skills based education is -behavior change or behavior development approach -designed to address a balance of three areas: knowledge, attitude, and skills. THE KEY LIFESKILLS The Ten core Life Skills as laid down by WHO are: 1. Self-awareness 2. Empathy 3. Critical thinking 4. Creative thinking 5. Decision making 6. Problem Solving 7. Effective communication 8. Interpersonal relationship 9. Coping with stress 10. Coping with emotion GENERIC LIFESKILLS- COGNITIVE SKILLS – including search, selection, analysis of information; critical thinking; problem-solving; understanding consequences; decision-making; adaptability; creativity
EMOTIONAL COPING SKILLS – including motivation; sense of responsibility; commitment; managing stress; managing feelings; self-management, self-monitoring and self-adjustment SOCIAL OR INTERPERSONAL SKILLS – including communication; assertiveness; negotiation/refusal skills; cooperation; empathy; teamwork
An Example LIFESKILLS Come to Life In the Library (Internet Resource) Recommendations for LIFESKILL connections in the library and w 1. Each month the librarian creates a display featuring the LIFESKILL book recommendations at the end of each LS chapter in Tools for Citizenship and Life. 2. At the beginning of each month as the librarian meets with students, she/he injects the LIFESKILL of the month into the stories read to students by target talking when the characters are using the LIFESKILL and/or asking students how they see the characters using the LIFESKILLS. They could also identify when the character could be using the LIFESKILL to take care of problems that arise in the book. 3. Create a list of the five most important LIFESKILLS and Lifelong Guidelines to use when in the library and when taking care of a borrowed book. I recommend: a. Responsibility: To return the book when it is due To take good care of the book so it is not damage To put books back in the proper places b. Caring To use only quiet whispers when talking in the library To share good books with others To greet the librarian with a friendly ―hello‖ when you enter the library c. Active Listening To listen carefully to stories that are read aloud To follow instructions the first time they are given d. Curiosity To investigate new books and authors To ask questions about things you are learning To research topics of interest to you e. Resourcefulness To learn a variety of places to look when seeking new information To use a variety of sources to create reports 4. On the librarian‘s desk in view of students, have an eight and a half by eleven framed document with illustrations stating five LIFESKILLS a librarian needs to use in order to do a great job: (You might select others to replace these) Organization: to keep the books in order so students can find books they need or want Effort: to do their best so students have the books they need available to them Initiative: to order books he/she thinks students will want to read Resourcefulness: to find sources of funding to purchase books for the library Responsibility: to make sure everything in the library is kept neat and orderly. 5. Craft a set of Library Procedures with the LIFESKILL language embedded:
o Showing caring for those who are reading or studying, enter the library quietly and greet the librarian with a smile and friendly greeting. o If you are by yourself, show responsibility by giving the librarian your pass and doing what you are instructed to do o If you are with your class, use cooperation and responsibility to follow your Teacher‘s instructions o Use organization to check out your book according to the chart. Be sure to thank the librarian for helping you. o When you leave, make sure you take the initiative to gather all of your things, clean up the area where you were working and put away materials you were using.
Resources: 1. http://www.ncert.nic.in/programmes/aep/pdfs/Annexures.pdf 2. Central Board of Secondary Education. Revised by National Review Committee. 2008. Advocacy Manual. Role of Schools, Principals and Facilitators. Being used in the AEP supported by the Ministry of Human Resource Development since 2008. 3. Central Board of Secondary Education. Revised by National Review Committee. 2008. 4. Teachers’ Workbook for Student Activities. Being used in the AEP supported by the Ministry of Human Resource Development since 2008. 5. Center for Development and Population Activities (CEDPA), Jharkhand State AIDS Control Society and Govt. of Jharkhand 2007. Udaan: Towards A Better Future, Class IX. Training Manual for Nodal Teachers. 6. Center for Development and Population Activities (CEDPA), Jharkhand State AIDS Control Society and Govt. of Jharkhand. 2007. Udaan: Towards A Better Future. Class XI. Training Manual for Nodal Teachers.
CMP AND CLASS LIBRARY The Common Minimum Programme or the CMP was a landmark document introduced by the KVS . An excerpt of the letter explains the essence and framework of the CMP ―The general perception about primary schooling in KVs is not encouraging. There are valid reasons for such perceptions among the stakeholders, guardians and society at large. In order to be more precise and empirical in our approach, we conducted Learners' Achievement Test (LA T)- 2005. The findings of LAT reveal a dismal picture about learning levels of children at primary stage. Besides this, the regular monitoring reports and observations at different levels are also indicative of the fact that proper processes, be it academic or other curricular areas are not being followed-up in its true spirit. ., 'This issue has been deliberated upon at length at various forums like Assistant Commissioners' Conference, In-house meetings of KVS(HQ),Principals' conferences & orientation programme for teachers and a consensus has emerged that there is a need to revamp the primary education in its entirety. The most common observations with regard to poor academic performance in KVs are attributed to: • The school administration is not giving desired attention to primary education. • Proportionate expenditure on primary education is not being incurred in accordance with stipulated norms of the KVS. • Class-room transaction lacks the sprit of Child Inspired learning. • No effective or regular follow up and feed back system exists in the Vidyalayas. • There is also no incentive and reward system in place.
In order to implement Common Minimum Programme for Qualitative improvement of the primary education, all programmes, strategies and activities should be planned to address the following suggested quality indicators :- 1. Infrastructural Facilities 2. School Management and Parental Support 3. School and Classroom Environment, 4. Curriculum and Teaching Learning Materials, 5. Teacher Preparation 6. Classroom Practices and Processes 7. Opportunity Time (Teaching-Classroom Learning Time) 8. Learners ' Assessment, Note: These indicators have been elaborated in Annexure-I indicating the various dimensions The indicators should be measured with definite timeline and targets Infrastructural Specifications for class Library The Class Library is a specification under Infrastructural Facilities. The processes associated with class library are under ‗Curriculum and Teaching Learning Materials‘ CMP Prescribes two periods per week of library to be allotted for classes I-V scheduled as a block period 1:3 proportions of books both in Hindi and English should be made available for every class. Books should be readily available through transparent book shelves ( as per CMP specifications within reach of children An open access hanging library of children‘s magazines, periodicals, newspaper sections are to be arranged in every class
Class Library to promote Reading Habits In primary Children http://myeduexperiences.blogspot.in/2009/02/role-of-class-libraries-in- promoting.html Class library is a concept of allocating a space within the classroom for displaying a variety of literature. It provides ready access and function as activity centres to energize classrooms.
National Curriculum Framework 2005 highlights the importance of libraries that should serve as a place for holding discussions, story telling and should have a child friendly ambience with a positive ethos, good lighting and seating arrangement. However what is visible in most schools is the apathy towards developing libraries. In most cases libraries serve as storehouse of books stacked in tall, dusty racks and the poor infrastructure makes this place not so user-friendly. Further, in some schools primary children have zero access to library books as they are not allowed to enter main library and in some cases we shall find no allocation of library period in the timetable. Libraries are either used by teachers or students of senior classes for reference work. It rarely becomes a place that is accessible to children and can be used for reading for pleasure. Thus developing reading habit as a goal of library remains unaccomplished in most cases. This happens generally due to the centralized main library which does not provide a ready access to the learners. In this paper I suggest the power of classroom libraries and how it can help in promoting reading habit in young learners.
NCF‘2005 guidelines suggest us that the use of library to one period a week seldom allows children to cultivate a taste for reading. Such a limited exposure takes away from children opportunities to handle books and talk about them. Silence is usually observed in main library that is quite contrary to the active nature of the child. Children converse with pictures and text in the books and engage in book talks with peers. This is the whole idea behind class libraries for young children that can also function as activity centers for them. Thus it is worthwhile to allocate space within the classroom where a reading corner or a class library can be started. Such a reading space solves the problem of access and availability of books to children. Further, it also acts as an energizer activity corner where children can be at leisure and read for pleasure. Such a ready access to books within classroom offers engagement to learners and boosts their literacy levels as class libraries then becomes a significant part of class routines. Research reveals that students are likely to spend more time reading when they are in classrooms with adequate classroom libraries (Allington & Cunningham, 1996; Krashen, 1998; Routman, 2003). For example, Morrow (2003) and Neuman (1999) note that students read 50-60 percent more in classrooms with libraries than in classrooms without them. Let‘s examine some facets of class libraries.
Infrastructure and display Class libraries can be started with minimum infrastructure. Certain things that can be used are as follows: · Empty cardboard cartons can be used as a table or a rack depending on the availability of space in the class. · It is important to display books that reveal their personality and attract young readers. The books need not be stacked where only the spine is visible. The cover page carries the visual appeal. · Books procured by library which are subsequently hardbound to ensure longevity hide the cover and fail to catch the attention of young readers. Thus as an educator the emphasis should be on usability of the book rather than longevity. Hardbound, dull binding should be avoided. · Make this reading corner attractive and comfortable by putting a small rug for children to spread themselves and read. Create an environment that is supportive of early writing by making sure paper, crayons, pens, pencils, and markers are available. (Barclay, Benelli, & Curtis, 1995; NAEYC, 1997). Let children write or draw if they feel like responding while reading. ·Use flashy slogans, poems, banners that talks about a new book and motivate children to read. It is analogous to advertizing. · Novelity is key to motivation and thus the content of class libraries should change frequently. Main libraries can become feeder for these class libraries. They need to be regularly updated with new books from the main library so as to keep the vein of enthusiasm alive. Role of librarian · He/she plays a dynamic role to motivate and educate teachers about the functionality of class libraries. · He/she can help teachers ideate and make some persuasive slogans, advertisements for books, write abstracts, prepare learning logs, charts, plan activities around the books.
· He/she shall ensure that there is not only circulation of books in class libraries but also the resources prepared by a teacher are shared. Understanding pedagogy
It is important to understand the reading process if we wish to encourage reading habit in children. Books talk to children in multiple ways. Let‘s look at some of these. · The teacher needs to read aloud the title, sub-title, author‘s name, illustrator, and also talk about the illustrations of the cover and the back page. · Encourage children to predict the plot, share what they see on the cover page, share their experiences and make it a dialogic process. Such things motivate children to read and confirm their predictions. · Talk about the logos, publishers and with time these talks become a part of child‘s language repertoire. · Pointing to the text is key with early readers that familiarizes them with the directionality of the text and also helps in forming associations with print.
Emergent readers are just beginning to control early reading strategies such as directionality, word-by-word matching, and concepts of print. They use pictures to support reading and rely heavily on their knowledge of language (Holdaway, 1979; Pinnell, 1996b; Snow, Burns, & Griffin, 1998).
· Key words from a book can be displayed on the bulletin as sight words. Key word selection does not imply difficult words or simple phonic based words. These are words meant for sight recognition rather than learning spellings. These can be either repetitive words, nouns, verbs or words that convey emotions. ·Librarians need to encourage teachers to use book talks as a pedagogical tool and also carefully document how children engage with books. Careful observations shall also reveal the taste of that cohort/ class. Sulzby (1985a) describes children's storybook reading from emergent through conventional reading. She notes that children eventually move from pointing and labeling pictures in a book, to "reading" a story through the illustrations, to telling the story using book language, and finally to reading conventionally using the text of a story. Thus as an educator it is important to provide ample reading exposure to children through regular read aloud and immersing them in a print rich environment.
Content A class library needs to be equipped with a variety of reading material as follows. It is important to understand that there are multiple sources that children can explore beyond books.
· A variety of children‘s literature should be available to readers. This includes wordless picture books, fantasy stories, humorous stories, mysteries, tall tales, biographies, experiential stories, folk tales, fables , poems etc. · Other reading material like catalogues, brochures, pamphlets, magazines, newspapers, menu cards, advertisements etc related to the theme should be available.
Creating ownership
Children should feel class library to be their own and not an inaccessible space. Thus they should be empowered in multiple ways to use this space creatively. Their voices need attention and demand implementation. This can be attained in these ways. Children‘s projects, diaries, work, journals, self- made books ought to be displayed. This should be a space for learning together and not for giving stars, grades and displaying the best. Efforts are important not the final products. It is worthwhile to visit resource room or the main library with children and allow them to select material for reading and place it in their class library. Student reading interests need to be considered when selecting books for classroom libraries (Routman, 2003). Children can be engaged in making abstracts, slogans etc to attract the readers. Wear and tear of books is natural. Children should be engaged in mending books and thus tapes, scissors, glue should be provided to them. Encourage children to share the books they read at home and place it in class library for a day or two for others to read.
Set Class Routines
· Give at least 15-2o minutes for reading daily in the morning. This is the time teacher should also read to set an example. · Introduce sharing time when children share their reading experiences. This can be a whole class activity and can later be followed up in small groups. This gives children real material and audience to share. · Engage learners to respond to what they read. This can be oral in the beginning and can shape into written reviews later. The idea is their opinion about the read material and the view point needs to be respected.
Issue books
Books from the class library should be issued to inculcate reading habit in children. Children can select books of their own liking and home works can be framed around these books. Children should know both reading for pleasure and also reading for a purpose/ task. Rosenblatt (1986) calls this as aesthetic or efferent stance to reading. The reader‘s stance means what the reader chooses to focus on while reading. A stance reflects the reader‘s purpose. The efferent stance pays more attention to the cognitive, the referential, the factual, the analytic, the logical, and the quantitative aspects of meaning. The aesthetic stance pays more attention to the sensuous, the affective, the emotive, and the qualitative aspects of meaning. We usually adopt an efferent stance when reading a newspaper, a textbook, or a legal brief. We usually adopt an aesthetic stance when reading poetry, narratives, and other literary texts. As educators we need to expose children to both. Thus at times we can choose to allow children to read for pleasure and also at times we can give them task focused reading experiences.
Diversify Languages
Emphasis of the class library should not be only English. The purpose is to expose them to languages so that eventually they become proficient readers and writers. Thus it must have material available in the regional language. Children draw parallels
between languages and thus cross language exchange needs to be encouraged.
Nature of activities The teacher can ask children to read and narrate a story, make picture books using the characters of a story but altering the plot, frame riddles about the characters they studied and play a quiz, build story maps. Other literary activities may include writing an introduction for a book, making a poster, role play, letter writing. Entire gamut of genres we want children to explore can actually be blended with the material from the class library. Economic costs Some people might just reject the idea of class library thinking it to be too expensive an affair, however it is not. Quality children‘s literature is available in market published by National Book Trust, Children‘s Book Trust, Eklavya, Pratham, Scholastic, Tulika, Katha amongst many others that can suit the running costs of the library. One can attain healthy reading and learning levels in a classroom if one allocates space for class libraries that is accessible to children. Children require a literacy rich environment to develop as proficient readers and writers. This can only be possible when they are immersed in language. Class library does provide meaningful engagement to learners and provides a rich learning experience. It requires main libraries to act as feeder libraries. It also entails understanding of the reading process and pedagogy and integration within the day to day planning.
References Kumar, K. (2000). The child‘s Language and the Teacher. New Delhi: NBT Badheka, G and Pathak, C (1990). Divaswapna. New Delhi: NBT http://www.nnhermosa.net/articles/readers_stance.html http://www.ericdigests.org/pre-926/theory.htm http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm http://library.adoption.com/Teaching-and-Training-Children http://www.eduplace.com/rdg/res/literacy/em_lit3.html http://goliath.ecnext.com/coms2/gi_0199-5516444/Nonfiction-in-the-classroom- library.htm
GROUP WORK CMP CALENDAR OF LIBRARY ACTIVITIES 9(Compiled from Participant Responses in the format) 5TH Sept.2012 List out one value added Programme to promote library related activity in the Primary. Details can be added to make a creative and complete Calendar. Share it in an Orientation with the PRTs of your KV. Month ACTIVITY & CLASS TIME PLAN RESOURCES APRIL- Orientation Programme on class Library One week each for Samples of books and Book Talk. JUNE Listing out a Reading Plan classes III-V in a Chart, colours, pictures Library Rules chain so as to CDs LCD BOOK WEEK- Make Mini Books of stories / fun facts/ picture spread over the Tie up with publishers and arrange book etc of given size and display in the class months a book exhibition with Book talk by Book Exhibition / Fair an author Visiting the Main Library by the Primary Classes according to a schedule JULY Video Show – Book Handling Techniques- How to read a Book Schedules to Computer with LCD Caring for Books match the Library CD/ Internet videos Designing a Book Cover/ Book Jacket (III-V) Block period in Stationery and colours Talking about a Book Cover (I-V) primary classes
AUGUST Story telling Month ‗Stories behind Festivals‘ (I-V) Schedules to Books on Festivals Read Aloud Competitions ( I-V) match the Library Navneet Publications Release of Class Magazine (IV &V) Block period in Illustrated Books on Fairy tales primary classes Stationery and colours
OCTOBER Gandhiji Biography Schedules to Resource Room Listing Books on and by Gandhiji match the Library Computer LCD Book Quiz ( III-V) Block period in Books on/by GandhiI llustrated Who’s this? Quiz on identifying famous characters from primary classes Fairy Tales Stationery and colours Children‘s Fairy tales (I&II) Release of Class Magazine on Grandparents Day (III) DECEMBER Book Talk- ‗ My Favourite Book‘ (I-III) Schedules to Stationery and colours Book Reviews (IV& V) match the Library Resource Room Know your Book Programme- Title, Author, Parts of Book along Block period in Computer LCD with Book Act primary classes Release of Class Magazine on KVS foundation Day (I &II) JAN Book Mark Making (III-V) Schedules to Resource Room News clipping scrap Book (V) match the Library Computer LCD Dress A Story Character Competition Block period in Stationery and colours Meet An Author Programme primary classes Tie up with publishers
GROUP: NAME KV 1. 2. 3.
DIGITAL LIBRARY Mr. Mohammed Minhaj Asst. Professor, SDM/IMD, Mysore Holding of the library in digital form and transaction through e-media is Digital library. One of the very popular open source digital library software is Greenstone Digital Library Software (GSDL). Collection of digital items can be done with born digital forms, conversion of book data into digital form and scanning of text and images. There are many scanning software available in the Market, and also free soft ware available on the Internet. Assigning data with specifications, for the purpose of easy access/search/retrieval of information which is called METADATA. Dublin Core is widely used as Metadata standard for digital library soft wares. Elements of Metadata help in keyword indexing and full text indexing. Keyword specific search with the help of browsing classifiers in GSDL is organized in such a away that instead of displaying all items, keyword specific search is possible. About GSDL Software installation and collection development: GSDL is compatible with Operating System like Linux, Windows 2003, and Windows 2007. The software which works like a platform for GSDL is JAVA software which is available free on website of Sun Micro Systems. With GSDL Software You can successfully establish a Digital Library.
DIGITAL INFORMATION SOURCES FOR LIBRARIES Dr. Ramasesh Dy. Librarian, University of Mysore ICT entered into the every spheres of life. It may be business sector, marketing sector, medical or educational sector. ICT‘s current trends brought evaluation in every sector. So did the information sector. ICT‘s current trends like Optical laser technology which is providing broad band services, satellite communication with teleconferencing, and growth of sphere resulted paperless society and advent of digital library provided on-line access. Information sources are available in photonion form. Information explosion resulted problems like it has become tedious to get precise relevant information in time. Web sphere solved this problem by replacing traditional sources with web resources. Web sphere is the economy of time, efforts, money and space. Web resources are available subscription based (for e-magazines and e-journals and some times e-books also), resources available at open source, index level, abstract level and full text level. The sources like primary sources (research materials), secondary sources (reference materials) are available in the form of textual-audio-video-graphics. Web sphere provide access to information any time any where. The advantage of digitized information is that there will not be any misplacement or disruption of the documents. Web services are used all over the world for accessing many kind of information. Library of congress is the one, which has maximum digitized resources and providing service through web sphere to the users in any corner of the world. IEEE is one of the modern digital libraries. Here are some website which you can access online for famous journals in all subjects, at abstracting level and content page level (full text level) on web sites of reputed publishers of journals. Which are both open source, pay-per-exposure and can be subscribe online? Also extends articles alert services. For library professionals Emerald library is a comprehensive database of full text articles in management of science and information science. UGC info net services for e-journals. N-List, Indian journals on the web DOAJ (directory of open access journals): accessed by 5500 scholars/day.
ADMISSION CRITERIA AND TYPE OF SCHOOLS K Arumugam PGT physics faculty ZIET Mysore
Different types of Kendriya Vidyalaya- Project Schools, Civil sector schools, Defence sector schools PRIORITIES IN ADMISSION The following priorities shall be followed in granting admissions:- (A) (KENDRIYA VIDYALAYAS UNDER CIVIL/DEFENCE SECTOR : 1. Children of transferable and non-transferable central government employees including ex- servicemen. This will also include children of foreign national officials, who come on deputation or transfer to India on invitation by Govt. of India. 2. Children of transferable and non-transferable employees of Autonomous Bodies/Public Sector Undertaking/Institute of Higher Learning of the Government of India. 3. Children of transferable and non-transferable State Government employees. 4. Children of transferable and non-transferable employees of Autonomous Bodies/ Public Sector Undertakings/Institute of Higher Learning of the State Governments. 5. Children from any other category including the children of foreign nationals who are located in India due to their work or for any personal reasons. They would be considered only in case there are no Indian Nationals‘ waitlisted for admission.
B) KENDRIYA VIDYALAYAS UNDER PUBLIC SECTOR UNDERTAKINGS/ INSTITUTES OF HIGHER LEARNING: 1. Children and grandchildren of employees of the Public Sector undertakings/Institutes of Higher learning which the sponsors of the Vidyalaya are. The children of project employees & Post Graduate students who are working long term research projects and children of regular Council of Wardens (COW) employees besides retired employees to be included in category I for the purpose of admission. It has also been decided to include re-admission of those children of Institutes of Higher learning who had to discontinue school to accompany parents going out of station on sabbatical leave/long leave, over and above the class strength. ELIGIBLE AGE FOR ADMISSION CLASS MINIMUM AGE ON 31STMARCH MAXIMUM AGE ON 31STMARCH OF THE YEAR IN WHICH OF THE YEAR IN WHICH ADMISSION IS SOUGHT ADMISSION ISSOUGHT I 5 Years 7 Years II 6 Years 8 Years III 7 Years 9 Years IV 8 Years 10 Years V 9 Years 11 Years VI 10 Years 12 Years VII 11 Years 13 Years VIII 12 Years 14Years IX 13 Years 15Years X 14 Years 16Years
There is no age restriction for admission to class XI provided the concerned child is seeking admission in the year of passing the class X examination. Similarly there will be no upper & lower age limit for admission to class XII provided there has been no break in the continuous study of the child after passing class X/XI. METHOD OF ADMISSION 1. In first phase 31 seats in Class I should be filled as per existing category system in KVS irrespective of reservation. (However, 01 seat may be granted to disabled child of any category fewer than 3% horizontal reservation) 2. The children secured admission in 1st phase will not be included in 2nd phase (RTE system). However, the unsuccessful candidates in 1st phase, if otherwise, eligible in RTE quota will be included in 2ndphase (RTE Quota). 3. In 2nd phase, the remaining 10 seats will be filled as per RTE provisions (25% of seats) a) All applications of Scheduled Caste candidates will be subjected to random method (Lottery System) to select 6 candidates. b) (b) All applications of (Scheduled Tribe) candidates will be subjected to random method (Lottery System) to select 3 candidates. c) (c) All applications of Economically Weaker Section (EWS)/Below Poverty Line (BPL)/OBC (Non Creamy Layer)/Disabled Children will be subjected to random method (Lottery System) to select 1 candidate. In no case these seats will be de-reserved for General Category.
ENHANCED RESERVATION BASED ON CENSUS All such civil sector Kendriya Vidyalayas that are not notified for para-military forces, shall have reservation equivalent to their Population. In Karnataka the percentage of population in case of SC is 16.2 and the percentage of population of ST is 6.6. Hence the the reservation for SC is 16% and for ST is 7.5%.
ADMISSION TEST Upto Class VIII no admission test will be conducted. For classes IX onwards Admission test will be conducted in the following subjects: Hindi, English, Mathematics, Social science and Science. Candidates securing less than 33% marks in any subject shall not be eligible for admission irrespective of their category.
ELIGIBILITY CONDITIONS FOR X AND XII ARE GIVEN BELOW: i)The child has been in the same course of studies ii) The child must have obtained not less than 6.5 CGPA in class IX (CGPA be calculated as per formula applied by CBSE in class X). For admission to class XII 55% marks in class XI examination is a must. iii)For admission to Class XII, the students should have been eligible for admission in Class XI in the preceding year as per KVS rules. iv)The child should OTHERWISE be eligible as per KVS admission guidelines. v) The combinations of subjects are available in Kendriya Vidyalayas.
CLASS XI ADMISSIONS Fresh admissions would be made after accommodating all the eligible students of the same KV in the entitled stream and thereafter other KVs. (i.) SCIENCE STREAM (i) Science with Mathematics (a) A Minimum of B1 GRADE in Maths (b) A Minimum of B1 GRADE in Science (c) A Minimum of 7.6 CGPA (ii) Science without Maths
Science without mathematics may be allowed if the student has secured B1 GRADE in Science with at least 7.6 CGPA iii. COMMERCE STREAM. (a) A minimum of 6.4 CGPA (b) Mathematics can be offered with Commerce if the student has obtained a minimum of B1 GRADE in Mathematics.
HUMANITIES STREAM All students of Kendriya Vidyalayas if they are declared successfuly by the CBSE would be given admission: a) Humanities with mathematics can be offered if at least B1 GRADE is obtained in Mathematics. b) Humanities with Economics can be offered with minimum of 6.0 CGPA. c) Students who are NOT eligible/NOT opting for Economics will be offered Political Science or Sociology or Psychology. Students belonging to SC/ST would be given up gradation by one grade in two subjects wherever required. CGPA may be enhanced by 0.4 for the purpose of admission to class XI Science/Commerce Stream/Humanities. The following concession will be granted to students for admission who participated in Games & Sports meet/Scouting &Guiding/NCC/Adventure activities at various levels. The certificate needed for this purpose can be of any preceding years.
Sl. No. SPORTS& GAMES NCC SCOUTING/ ADVENTURE CONCESSION GUIDING ACTIVITIES OF MARKS
A Participation at A certificate Rastrapathi Puraskar Nil 0.8 points in CGPA SGFI or participated in award certificate equivalent level Rep.Day /PM Rally B Participation in A Certificate best Rajya puraskar with 07 Nil 0.6 points in CGPA KVS cadet in proficiency badges National/State State/District level level C Participation in A certificate Tritya Sopan with 5 Participated in 0.2 points in CGPA KVS proficiency badges one 10 days Regional/District adventure level programme
RESERVATION-15% seats for Scheduled Caste and 7.5% for Scheduled Tribes shall be reserved in all fresh admissions. However, for schools in civil sector except those meant for para military forces the percentage of reservation of seats shall be equal to the percentage of SC/ST population in the State/UT subject to the minimum of national average 3% seats will be horizontally reserved for physically handicapped children - blind, orthopedically and hearing impaired etc. Horizontal reservation would mean that 3% of 15% would be reserved for handicapped children of SC, 3% of 7.5% would be reserved for handicapped children of ST and 3% of 77.5% would be reserved for handicapped children of general categories .
ROLES & RESPONSIBILITIES OF A LIBRARIAN IN KV P.C Raju Principal, KV Mysore
The traditional concept of a library is being redefined from a place to access paper records or books to one that also houses the most advanced electronic resources, including the Internet, digital libraries, and remote access to a wide range of information. Librarian collaborates with teachers to plan and implement instructional units that integrate use of the library with classroom curriculum. The librarian plays the following roles in a school library setup. Custodian of information Manager of institutional repositories Administrator of information purchasing and delivery services Subject information expert Teacher of information literacy skills Manager of data Technology specialist Up until the present, the librarian has been principally occupied with the book as a thing, as a material object. From now on he must give his attention to the book as a living function. He must become a policeman, master of the raging book.
LEAVE RULES, PERSONAL CLAIMS, STAFF WELFARE MEASURES M Govindu PGT Maths Faculty ZIET Mysore SUMMARY OF LEAVE RULES The General Principles of leave rules are given below • Leave cannot be claimed as matter of Right • May be refused or revoked by the authority competent to grant. • Any claim to leave to the credit of an employee who is dismissed or removed or who resigns from Sangathan's service ceases from the date of such dismissal or removal of the employee. • No employee shall be granted leave of any kind for a continuous period exceeding five years. • Prefixing and suffixing holidays to leave other than leave on medical certificates shall be allowed automatically. • In case of employee who is recalled to duty before the expiry of leave, such recall of leave shall be treated as compulsory. • An employee on leave shall not return to duty before the expiry of period of leave granted to him unless he permitted to do so by the authority which granted him leave. • An employee who has taken leave on medical certificate may not join duty until he has produced a medical certificate of fitness of Form 'B'. • An employee on leave should not take up any service or employment elsewhere without obtaining prior sanction of the appointing authority • Vacation can be combined with any kind of leave but the duration of vacation and earned leave should not exceed 180 days at a time. The following are the of type of leaves available for the sangathan employees as per central govt. leave rules. • Earned Leave • Half Pay Leave
• Commuted Leave • Leave Not due • Extraordinary leave • Leave salary • Maternity Leave • Paternity Leave • Study Leave • Casual Leave • Special Casual Leave • Child Care Leave. Grant of leave on Medical grounds: (i)A CGHS beneficiary should produce medical certificate / fitness certificate from a CGHS doctor. (ii)Non- CGHS beneficiary and CGHS beneficiaries who proceed outside the Headquarter on duty, leave, etc., should produce the certificate from AMA, and in such cases, a non-Gazetted Government servant may produce certificate from RMP if there is no AMA available within a radius of 8 kms of his residence. (iii)Where a non-Gazetted Government servant finds it difficult to obtain MC/FC from CGHS/AMA, the leave sanctioning authority may consider grant of leave on the basis of the certificate from an RMP after taking into account the circumstances of the case. Leave salary (During leave ) • During earned leave: Equal to pay drawn immediately before proceeding on leave. • During half pay leave or leave not due: Equal to half the amount of leave salary on earned leave. • During commuted leave: Equal to pay drawn immediately before proceeding on leave. • Extraordinary leave: No entitled to any leave salary. • Note: 'Pay' means 'Pay' as defined in F.R.9 (21) and includes deputation allowance. • Leave Salary (DURING STUDY LEAVE) • Outside India: Pay last drawn plus D.A and H.R.A and in addition to the study allowance admissible. • In India: Leave salary will be equal to pay last drawn plus D.A, HRA and scholarship or remuneration for any part-time employment during the period of study leave should be adjusted against the leave salary subject to the condition against the leave salary will not be less than that admissible during half pay leave. • HRA is payable for the first 180 days at the rate applicable at the last place of duty; continuance beyond 180 days will be subject to production of prescribed certificate for the drawal. • If an official after availing of study leave resigns from service or otherwise quits within three years after return to duty or does so without returning to duty at all from study leave, or fails to complete the course of study, he should refund • (i) the actual amount of leave salary, study allowance, cost of fees, T.A. and other expenses, if any incurred by the Government • (ii) the actual amount, if any, of the cost incurred by other agencies such as Foreign Governments, Foundations, Trusts in connection with the course of study, with interest thereon at the prescribed rates. In exceptional cases, the President may waive such recoveries
PERSONAL CLAIMS OF EMPLOYEES AND STAFF WELFARE MEASURES The various kinds of personal claims of employees and the forms to be preferred by the employees are given below. • Pay and allowances • Travelling allowance (including leave travel concession) • Medical reimbursement • Children‘s Educational Allowance • Reimbursement of tuition fees • Claim for hostel subsidy • Advance of TA on transfer Welfare Measures:- KVS has extended the following for all the employees of Sangathan. i) Incentives for promoting small family norms i) A special Family planning Allowance ii)A Rebate of 0.5% in the interest on H.B. A ii) Immediate relief to the family of an employee who dies while in service iii) Group Insurance Scheme iv) Ex-gratia lump sum compensation to families of central Govt. Empolyees who die in harness.
COMMUNICATION SKILLS AND BODY LANGUAGE
Internet Source Compiled by Mr. U P Binoy PGT (English Faculty ) ZIET Mysore 10 Simple and Powerful Body Language Tips
The effective use of body language plays a key role in effective leadership communication. From ―The Silent Language of Leaders: How Body Language Can Help – or Hurt – How You Lead,‖ here are ten tips I‘ve learned during the past two decades of coaching leaders and their teams around the world:
1) To boost your confidence, assume a power pose Research at Harvard and Columbia Business Schools shows that simply holding your body in expansive, ―high-power‖ poses (leaning back with hands behind the head and feet up on a desk, or standing with legs and arms stretched wide open) for as little as two minutes stimulates higher levels of testosterone — the hormone linked to power and dominance — and lower levels of cortisol, a stress hormone. Try this when you‘re feeling tentative but want to appear confident. In addition to causing hormonal shifts in both males and females, these poses lead to increased feelings of power and a higher tolerance for risk. The study also found that people are more often influenced by how they feel about you than by what you‘re saying.
2) To increase participation, look like you’re listening If you want people to speak up, don‘t multi-task while they do. Avoid the temptation to check your text messages, check your watch, or check out how the other participants are reacting. Instead, focus on those who are speaking by turning your head and torso to face them directly and by making eye contact. Leaning forward, nodding and tilting your head are other nonverbal way to show you‘re engaged and paying attention. It‘s important to hear people. It‘s just as important to make sure they know you are listening.
3) To encourage collaboration, remove barriers Physical obstructions are especially detrimental to collaborative efforts. Take away anything that blocks your view or forms a barrier between you and the rest of the team. Even at a coffee break, be aware that you may create a barrier by holding your cup and saucer in a way that seems deliberately to block your body or distance you from others. A senior executive told me he could evaluate his team‘s comfort by how high they held their coffee cups. It was his observation that the more insecure individuals felt, the higher they held their coffee. People with their hands held at waist level were more comfortable than those with hands chest high. 4) To connect instantly with someone, shake hands Touch is the most primitive and powerful nonverbal cue. Touching someone on the arm, hand, or shoulder for as little as 1/40 of a second creates a human bond. In the workplace, physical touch and warmth are established through the handshaking tradition, and this tactile contact makes a lasting and positive impression. A study on handshakes by the Income Center for Trade Shows showed that people are two times more likely to remember you if you shake hands with them. The trade-show researchers also found that people react to those with whom they shake hands by being more open and friendly. 5) To stimulate good feelings, smile A genuine smile not only stimulates your own sense of well-being, it also tells those around you that you are approachable, cooperative, and trustworthy. A genuine smile comes on slowly, crinkles the eyes, lights up the face, and fades away slowly. Most importantly, smiling directly influences how other people respond to you. When you smile at someone, they almost always smile in return. And, because facial expressions trigger corresponding feelings, the smile you get back actually changes that person‘s emotional state in a positive way. Noticing the signals that people send out with their body language is a very useful social skill. Some of us can read it naturally and some of us are notoriously oblivious. Fortunately, with a little extra attentiveness, you can learn to read body language, and with enough practice it'll become second nature. Steps 1.Pay attention to how close someone is to you. The closer they are, the warmer they are thinking of you. The farther away that someone is, the less they actually care of the situation or person. If you move slightly closer to them, do they move slightly further away? That means they don't want your interaction to be any more personal than it already is. If they don't move further away, then they are receptive. And if they respond by getting even closer to you, they probably really like you or are very comfortable around/by you. It is worth noting that personal space is culturally fluid; keep in mind that what is considered close in one country is far away in another. It is worth noting that personal space is culturally fluid; keep in mind that what is considered close in one country is far away in another.
1. Watch their head position. Overly tilted heads are either a potential sign of sympathy, or if a person smiles while tilting their head, they are being playful and maybe even flirting. Overly tilted heads are either a potential sign of sympathy, or if a person smiles while tilting their head, they are being playful and maybe even flirting. (Note that people with vision problems such as amblyopia will also have a tilted head.) Lowered heads indicate a reason to hide something.
Lowered heads indicate a reason to hide something. Take note if someone lowers their head. If it is when he is complimented, he may be shy, ashamed, timid, keeping distance from the other person, in disbelief, or thinking to himself or herself. If it is after an explanation, then he may be unsure if what he said was correct, or could be reflecting. It should be noted that some cultures see this as a sign of respect. Cocked heads mean that they are confused or challenging you, depending on eye, eyebrow, and mouth gestures.
Cocked heads mean that they are confused or challenging you, depending on eye, eyebrow, and mouth gestures. Think of how a dog slightly cocks its head when you make a funny noise.
On the other hand when coupled with a smile, a tilted head will mean they genuinely like you and are engaged in playful conversation. On the other hand when coupled with a smile, a tilted head will mean they genuinely like you and are engaged in playful conversation.
2. Look into their eyes. o People who look to the sides a lot are nervous, lying, or distracted. People who look to the sides a lot are nervous, lying, or distracted. However, if a person looks away from the speaker, it very well could be a comfort display or indicate submissiveness. Looking askance generally means the person is distrustful or unconvinced. o If someone looks down at the floor a lot, they are probably shy or timid. If someone looks down at the floor a lot, they are probably shy or timid. People also tend to look down, when they are upset, or trying to hide something emotional. People are often thinking and feelings unpleasant emotions when they are in the process of staring at the ground. Some cultures believe that looking at someone in the eyes is a sign of disrespect, so this could explain why someone is avoiding eye contact with you. Some cultures believe that looking at someone in the eyes is a sign of disrespect, so this could explain why someone is avoiding eye contact with you. Dilated pupils mean that the person is interested. Dilated pupils mean that the person is interested. Keep in mind, however, that many drugs cause pupils to dilate, including alcohol, cocaine, amphetamines, MDMA, LSD and others. Don't mistake having a few drinks for attraction. Also, some people have permanently dilated pupils (a condition known as mydriasis). If their eyes seem far away, that usually indicates that a person is in deep thought or not listening. If their eyes seem far away, that usually indicates that a person is in deep thought or not listening. (Note: Unfocused eyes may also be a sign of binocular vision problems.) See if they're mirroring you. Mirroring is another common gesture. If someone mirrors, or mimics your appearance, this is a very genuine sign that they are interested in you and trying to establish rapport with you. Try changing your body position here and there. If you find that they change theirs similarly, they are mirroring. 3. Check their arms. People with crossed arms are closing themselves to social influence.People with crossed arms are closing themselves to social influence. Though some people just cross their arms as a habit, it may indicate that the person is (slightly) reserved, uncomfortable with their appearance (IE: self conscious and trying to cover it), or just
trying to hide something on their shirt. If their arms are crossed while their feet are shoulder width or wider apart, this is a position of toughness or authority. o If someone rests their arms behind their neck or head, they are open to what is being discussed or just laid back in general. If someone rests their arms behind their neck or head, they are open to what is being discussed or just laid back in general. If their hands are on their hips, they might be waiting, impatient or just tired. If their hands are on their hips, they might be waiting, impatient or just tired. If their hands are closed or clenched, they may be irritated, angry, or nervous. If their hands are closed or clenched, they may be irritated, angry, or nervous.
4. Be aware of nervous gestures: If someone brushes their hair back with their fingers, this may be preening, a common gesture if the person likes you, or their thoughts about something conflict with yours. If someone brushes their hair back with their fingers, this may be preening, a common gesture if the person likes you, or their thoughts about something conflict with yours. They might not voice this. If you see raised eyebrows during this time, you can be pretty sure that they disagree with you. If the person wears glasses, and is constantly pushing them up onto their nose again, with a slight frown, that may also indicate they disagree with what you are saying. If the person wears glasses, and is constantly pushing them up onto their nose again, with a slight frown, that may also indicate they disagree with what you are saying. Look to make sure they push up their glasses with an intent, not casually adjusting them. Look for pushing on the rim with two fingers, or an extra motion of wiggling the side of their glasses. The frown or raised eyebrows should tip you off. (Note: A frown may also indicate eyestrain.) Lowered eyebrows and squinted eyes illustrate an attempt at understanding what is being said or going on. Lowered eyebrows and squinted eyes illustrate an attempt at understanding what is being said or going on. It's usually skeptical. This is presuming they are not trying to observe something that's far away. (Note: A squint is another possible sign of vision issues.) If they are staring into space then they are most likely think deeply about the past or they could be thinking of you. If they are staring into space then they are most likely think deeply about the past or they could be thinking of you 5. Watch their feet: A fast tapping, shifting of weight, laughing, or movement of the foot will most often mean that the person is impatient, excited, nervous, scared, or intimidated. A fast tapping, shifting of weight, laughing, or movement of the foot will most often mean that the person is impatient, excited, nervous, scared, or intimidated. Note though that some people with ADHD will constantly jiggle their legs. Note though that some people with ADHD will constantly jiggle their legs. It doesn't mean anything, it's entirely subconscious and, while eccentric, it can't be stopped. Some people also do it out of habit. If the person is sitting, feet crossed at the ankles means they're generally at ease. If the person is sitting, feet crossed at the ankles means they're generally at ease. If while standing, a person seems to always keep their feet very close together, it probably means they are trying to be "proper" in some way.
If while standing, a person seems to always keep their feet very close together, it probably means they are trying to be "proper" in some way. Sometimes feet together means that they are feeling more submissive or passive. If they purposely touch their feet to yours, they are flirting!. If they purposely touch their feet to yours, they are flirting! Some people may point their feet to the direction of where they want to go or sometimes their interest. Some people may point their feet to the direction of where they want to go or sometimes their interest. So if it's pointing at you, he/she may be interested in you. Tips It's easy to spot a confident person: they will make prolonged eye contact and have a strong posture. They may also sit or stand very cricked. Long eye contact can also be found in lovers' or families eyes. If a person talks at a fast rate and mumbles or isn't clear on what they are saying they could be nervous or might be lying, trying to stall for time, or not telling the full truth (being vague). Be aware that some people do actually mumble. Watch the face - it will usually give off a quick involuntary and sometimes subconscious twitch when something happens that irritates, excites, or amuses them. Observing in context is key to understanding body language. Keep in mind that each person has their own unique body language called baseline behaviors. When observing others, be subtle about it. Pay special attention to changes in body language rather than the body language itself. If a person looks up at the sky, or to the sides they are usually thinking about you. Some people touch their face and/or play with their hair when they are flirting. When a person closes his/her eyes longer than the time it takes to blink, that usually means that he/she is feeling stress, alarm, or despair (although it could mean that their contacts are dry, this will sometimes be accompanied by rubbing of the eye). When a person licks their lips its a sign of liking you.
Understand your Body Language: Gestures & their Meaning Gesture: Brisk, erect walk Meaning: Confidence Gesture: Standing with hands on hips Meaning: Readiness, aggression Gesture: Sitting with legs crossed, foot kicking slightly Meaning: Boredom Gesture: Sitting, legs apart Meaning: Open, relaxed Gesture: Arms crossed on chest Meaning: Defensiveness Gesture: Walking with hands in pockets, shoulders hunched Meaning: Dejection Gesture: Hand to cheek Meaning: Evaluation, thinking Gesture: Touching, slightly rubbing nose Meaning: Rejection, doubt, lying Gesture: Rubbing the eye Meaning: Doubt, disbelief
Gesture: Hands clasped behind back Meaning: Anger, frustration, apprehension Gesture: Locked ankles Meaning: Apprehension Gesture: Head resting in hand, eyes downcast Meaning: Boredom Gesture: Rubbing hands Meaning: Anticipation Gesture: Sitting with hands clasped behind head, legs crossed Meaning: Confidence, superiority Gesture: Open palm Meaning: Sincerity, openness, innocence Gesture: Pinching bridge of nose, eyes closed Meaning: Negative evaluation Gesture: Tapping or drumming fingers Meaning: Impatience Gesture: Steepling fingers Meaning: Authoritative Gesture: Patting/fondling hair Meaning: Lack of self-confidence; insecurity
DISASTER MANAGEMENT: Environmental sensitisation Mr. M.Reddenna PGT (Geog.) ZIET Faculty
What is a Disaster?
Almost everyday, newspapers, radio and television channels carry reports on disaster striking several parts of the world. But what is a disaster? The term disaster owes its origin to the French word ―Disaster‖ which is a combination of two words ‗des‘ meaning bad and ‗aster‘ meaning star. Thus the term refers to ‗Bad or Evil star‘. A disaster can be defined as ―A serious disruption in the functioning of the community or a society causing wide spread material, economic, social or environmental losses which exceed the ability of the affected society to cope using its own resources‖. A disaster is a result from the combination of hazard, vulnerability and insufficient capacity or measures to reduce the potential chances of risk. A disaster happens when a hazard impacts on the vulnerable population and causes damage, casualties and disruption. Fig: 1.2 would give a better illustration of what a disaster is. Any hazard – flood, earthquake or cyclone which is a triggering event along with greater vulnerability (inadequate access to resources, sick and old people, lack of awareness etc) would lead to disaster causing greater loss to life and property. For example; an earthquake in an uninhabited desert cannot be considered a disaster, no matter how strong the intensities produced. An earthquake is disastrous only when it affects people, their properties and activities. Thus, disaster occurs only when hazards and vulnerability meet. But it is also to be noted that with greater capacity of the individual/community and environment to face these disasters, the impact of a hazard reduces. Therefore, we need to understand the three major components namely hazard, vulnerability and capacity with suitable examples to have a basic understanding of disaster management.
What is a Hazard? How is it classified? Hazard may be defined as ―a dangerous condition or event, that threat or have the potential for causing injury to life or damage to property or the environment.‖ The word ‗hazard‘ owes its origin to the word ‗hasard‘ in old French and ‗az-zahr‘ in Arabic meaning ‗chance‘ or ‗luck‘. Hazards can be grouped into two broad categories namely natural and manmade.
1. Natural hazards are hazards which are caused because of natural phenomena (hazards with meteorological, geological or even biological origin). Examples of natural hazards are cyclones, tsunamis, earthquake and volcanic eruption which are exclusively of natural origin. Landslides, floods, drought, fires are socio-natural hazards since their causes are both natural and man made. For example flooding may be caused because of heavy rains, landslide or blocking of drains with human waste. 1. Manmade hazards are hazards which are due to human negligence. Manmade hazards are associated with industries or energy generation facilities and include explosions, leakage of toxic waste, pollution, dam failure, wars or civil strife etc. The list of hazards is very long. Many occur frequently while others take place occasionally. Disaster Management Cycle Disaster Risk Management includes sum total of all activities, programmes and measures which can be taken up before, during and after a disaster with the purpose to avoid a disaster, reduce its impact or recover from its losses. The three key stages of activities that are taken up within disaster risk management are: 1. Before a disaster (pre-disaster). Activities taken to reduce human and property losses caused by a potential hazard. For example carrying out awareness campaigns, strengthening the existing weak structures, preparation of the disaster management plans at household and community level etc. Such risk reduction measures taken under this stage are termed as mitigation and preparedness activities. 2. during a disaster (disaster Occurrence). Initiatives taken to ensure that the needs and provisions of victims are met and suffering is minimized. Activities taken under this stage are called emergency response activities. 3.After a disaster (post-disaster)
Initiatives taken in response to a disaster with a purpose to achieve early recovery and rehabilitation of affected communities, immediately after a disaster strikes. These are called as response and recovery activities. Disaster Risk Reduction can take place in the following ways: 1. Preparedness This protective process embraces measures which enable governments, communities and individuals to respond rapidly to disaster situations to cope with them effectively. Preparedness includes the formulation of viable emergency plans, the development of warning systems, the maintenance of inventories and the training of personnel. It may also embrace search and rescue measures as well as evacuation plans for areas that may be at risk from a recurring disaster. Preparedness therefore encompasses those measures taken before a disaster event which are aimed at minimising loss of life, disruption of critical services, and damage when the disaster occurs. 2. Mitigation Mitigation embraces measures taken to reduce both the effect of the hazard and the vulnerable conditions to it in order to reduce the scale of a future disaster. Therefore mitigation activities can be focused on the hazard itself or the elements exposed to the threat. Examples of mitigation measures which are hazard specific include water management in drought prone areas, relocating people away from the hazard prone areas and by strengthening structures to reduce damage when a hazard occurs. In addition to these physical measures, mitigation should also aim at reducing the economic and social vulnerabilities of potential disasters In the subsequent chapters we would discuss in detail some of the major hazards prevalent in our country its causes, impact, preparedness and mitigation measures that need to be taken up. The discussion on various terminologies has helped us in having a basic understanding of disaster management. However, each hazard has its own characteristics. To understand the significance and implications of various types of hazards we must have a basic understanding about the nature, causes and effects of each hazard type and the mitigation measures that need to be taken up. In this chapter, we would discuss the following hazards namely earthquake, tsunami, landslide, flood, cyclone and drought that we normally face in our country.
XI. VALUE EDUCATION- भूवम ऩयक लशऺा
' लशऺा' शब्द को रेकय हभाये भनीवषमⴂ, आचामⴂ एवॊ लशऺाववदⴂ ने फहुत ववस्ताय से चचाथ की औय उनके उ ेश्मⴂ के फाये भᴂ फतामा| 'सा वव饍मा मा ववभुक्तमे 'अथाथत वव饍मा वही जो भुल्क्त ददराए | फदरती हुई ऩरयल्स्थनतमⴂ भᴂ लशऺा के उ ेश्म बी फदरते गए | जहाॉ प्राचीन सभम भᴂ लशऺा का उ ेश्म 'भोऺ' प्राल््त मा भुल्क्त भाना जाता था वहीॊ आज लशऺा का उ ेश्म सवो楍च ऩद प्रा्त कय अचधक से अचधक धनोऩाजथन कयना यह गमा औय इसी धनोऩाजथन की बावना से लशऺा अऩने उ ेश्मⴂ से बटकती गई | ऩरयणाभ आज हभ सबी के सभऺ है | वतथभान सभम भᴂ आज इस फात की आवश्मकता है कक मुवा एवॊ प्रनतबाशारी वव饍माचथथमⴂ को उनके ववकास हेत ु ऩमाथ्त साधन उऩरब्ध कयाए जाएॊ, तबी लशऺा का औचचत्म प्रासॊचगक
होगा | फारकⴂ को सुसॊस्कृ त , सुनागरयक फनाने के लरए लशऺा के साथ-साथ भूवमⴂ की ओय बी प्रेरयत कयᴂ | लशऺा का उ ेश्म व्मल्क्तत्व का सवा車गीण ववकास कयना ही होता है | अयस्तू ने कहा था -'' भनुष्म के अन्दय दो प्रकाय की प्रवल्ृ त्तमाॊ ऩाई जाती हℂ | एक वासनात्भक मा ऩशुताऩूण थ औय दसू ये फौव क एवॊ भानवीम |'' सही लशऺा उस व्मल्क्त को ऩाल्श्वक प्रवल्ृ त्तमⴂ ऩय ववजम ऩाना लसखाती है ऩयन्तु मह तबी सॊबव है जफ वव饍माथी उत्तभ अलब셁चचमⴂ , उ楍च जीवन भूवमⴂ तथा आदशⴂ के प्रनत ननष्ठा बाव जाग्रत कये | भूवमⴂ को ववकलसत कयने का प्रथभ कᴂर ऩरयवाय ही भन जाता है ऩयन्तु सफसे अचधक प्रबावशारी कᴂर वव饍मारम ही होता है | ल्जसका व्मल्क्तत्व भूवमⴂ ऩय आधारयत होता है वह नैनतक औय चरयत्रवान भन जाता है | स्वाभी वववेकानॊद जी का मह कथन -''हभᴂ वह लशऺा चादहए ल्जससे व्मल्क्त चरयत्रवान फनता है औय उसकी प्रनतबा व भन की शल्क्त का ववस्ताय होता है |'' भनुष्म के जीवन का सफसे फड़ा यऺक उसके चारयबत्रक भूवम होते हℂ | इन चारयबत्रक भूवमⴂ को नैनतक भूवमⴂ के नाभ से बी जाना जाता है | नन्सॊदेह ''नैनतक भूवम सम्ऩूण थ लशऺा की नीव होते हℂ |'' वेद व्मास जी ने कहा है- 'वत्ृ त ॊ मत्नेन सॊयऺेद ववत्तभेनत च मानत च |' डॉ. याजᴂर प्रसाद . डॉ. याधा कृ ष्णन , डॉ. जाककय हुसैन आदद प्रफु याष्रऩनतमⴂ ने देश के चारयबत्रक ह्रास ऩय अऩनी चचॊता प्रकट की थी ऩयन्तु आज की ऩीढ़ी इससे ऩूणतथ ् चचॊता भुक्त है | आज स्त्री-ऩु셁ष, ऩनत-ऩत्नी , बाई-बाई ,वऩता- ऩुत्र औय शासक- शालसत के फीच सम्फन्ध नछन्न-लबन्न हो यहे हℂ | याष्रकवव भैचथरीशयण गु्त ने कहा कक भानवीम भूवमⴂ की स्थाऩना के लरए सदैव प्रमत्नशीर यहना होगा | गु्त जी के बाव 饃ष्टव्म हℂ |- कयते है हभ ऩनतत जनⴂ ऩय , फहुधा ऩशुता का आयोऩ | कयता है ऩशु वगथ ककन्तु क्मा, ननज नन्सगथ ननमभⴂ का रोऩ || भै भनुष्मता को सुयत्त्व की , जननी बी कह सकता हूॉ | ककन्त ु ऩनतत को ऩशु कहना बी , कबी नहीॊ सह सकता हूॉ || भूवमⴂ को ननम्नलरणखत चाटथ 饍वाया सभझा जा सकता है ---
बायतीम भूवम रौककक आध्माल्त्भक
अथथ काभ धभथ भोऺ बायतीम भतानुसाय भूवमⴂ को ननम्न बागⴂ भᴂ वगीकृ त ककमा जा सकता है -- 1-आचथथक व साभाल्जक भूवम 2-याजनीनतक भूवम
3-आध्माल्त्भक भूवम 4-नैनतक भूवम 5-सौन्दमभथ ूरक भूवम डॉ. याधाकृ ष्णन के अनुसाय भानव का अल्स्त्तव तीन प्रकाय से होता है - 1-प्राकृ नतक(स्वाबाववक ) 2-साभाल्जक 3- आध्माल्त्भक नैनतक लशऺा को सपर फनाने भᴂ ननम्नलरणखत स्रोतⴂ की भहत्त्वऩूण थ बूलभका होती है- 1-सभाज औय वातावयण 2-भाता-वऩता (ऩरयवाय) 3-सादहत्म 4-लशऺा 5-वव饍मारम 6-वव饍माथी (लभत्र भॊडरी ) 7-धभथ 8-भाता-वऩता लशऺक का सम्फन्ध 9-रेखक (फौव क वगथ ) 10-लशऺक-लशऺाथी सम्फन्ध 11-भीडडमा (सभाचाय ऩत्र व दयू दशनथ ) नैनतक लशऺा के ध्मेम --- 1-स्व को जानो 2-स्व को स्वीकायो 3-स्व को प्रा्त कयो नैनतक लशऺा 饍वाया चरयत्र ननभाथण--- 1-चरयत्रशीर वव饍माचथथमⴂ 饍वाया सभाज कवमाण 2-सभाज कवमाण 饍वाया याष्र कवमाण 3-याष्र कवमाण 饍वाया ववश्व कवमाण 4-नैनतक स्वास्थ्म के लस ाॊत नैनतक भूवमⴂ के प्रबावक कायक-- 1-ऩरयवेश 2-वव饍मारम 3-लशऺा 4-आचथथक ,साभाल्जक एवॊ फौव क स्तय
स्वतॊत्रता प्राल््त के ऩश्चात ्गदठत ववश्ववव饍मारम आमोग , भुदालरमय (भाध्मलभक लशऺा ) आमोग एवॊ कोठायी आमोग ने बी प्राथलभक , भाध्मलभक एवॊ उ楍च लशऺा के स्तय ऩय भूवमऩयक लशऺा प्रदान कयने की फात ऩय फर ददमा है आज इस फात की आवश्मकता है कक भूवम ऩयक लशऺा के भहत्त्व को सभझते हुए वव饍मारमⴂ भᴂ इसे अननवामथ ककमा जाए ताकक छात्र अऩना सवा車गीण ववकास कयने भᴂ सपर हो सकᴂ |
डॉ. एस. के . नतवायी स्नातकोत्तय लशऺक (दहॊदी)
आॊचलरक लशऺा एवॊ प्रलशऺण सॊस्थान , भैसूय
UNESCO/IFLA SCHOOL LIBRARY MANIFESTO Vilas Vernekar Librarian, ZIET Mysore
The School Library in Teaching and Learning for All The school library provides information and ideas that are fundamental to functioning successfully in today‘s information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens. The Mission of the School Library The school library offers learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto. The library staff supports the use of books and other information sources, ranging from the fictional to the documentary, from print to electronic, both on-site and remote. The materials complement and enrich textbooks, teaching materials and methodologies. It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving and information and communication technology skills. School library services must be provided equally to all members of the school community, regardless of age, race, gender, religion, nationality, language, professional or social status. Specific services and materials must be provided for those who are unable to use mainstream library services and materials. Access to services and collections should be based on the United Nations Universal Declaration of Human Rights and Freedoms, and should not be subject to any form of ideological, political or religious censorship, or to commercial pressures. Funding, legislation and networks The school library is essential to every long-term strategy for literacy, education, information provision and economic, social and cultural development. As the responsibility of local, regional and national authorities, it must be supported by specific legislation and policies. School Libraries must have adequate and sustained
funding for trained staff, materials, technologies and facilities. They must be free of charge. The school library is an essential partner in the local, regional and national library and information network. Where the school library shares facilities and/or resources with another type of library, such as a public library, the unique aims of the school library must be acknowledged and maintained. Goals of the school library The school library is integral to the educational process. The following are essential to the development of literacy, information literacy, teaching, learning and culture and are core school library services: supporting and enhancing educational goals as outlined in the school‘s mission and curriculum; developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives; offering opportunities for experiences in creating and using information for knowledge, understanding, imagination and enjoyment; supporting all students in learning and practicing skills for evaluating and using information, regardless of form, format or medium, including sensitivity to the modes of communication within the community; providing access to local, regional, national and global resources and opportunities that expose learners to diverse ideas, experiences and opinions; organizing activities that encourage cultural and social awareness and sensitivity; working with students, teachers, administrators and parents to achieve the mission of the school; proclaiming the concept that intellectual freedom and access to information are essential to effective and responsible citizenship and participation in a democracy; promoting reading and the resources and services of the school library to the whole school community and beyond. The school library fulfills these functions by developing policies and services, selecting and acquiring resources, providing physical and intellectual access to appropriate sources of information, providing instructional facilities, and employing trained staff.
Staff
The school librarian is the professionally qualified staff member responsible for planning and managing the school library, supported by as adequate staffing as possible, working together with all members of the school community, and liaising with the public library and others. The role of school librarians will vary according to the budget and the curriculum and teaching methodology of the schools, within the national legal and financial framework. Within specific contexts, there are general areas of knowledge that are vital if school librarians are to develop and operate effective school library services: resource, library, and information management and teaching. In an increasingly networked environment, school librarians must be competent in planning and teaching different information-handling skills to both teachers and students. Therefore they must continue their professional training and development. Operation and Management To ensure effective and accountable operations:
The policy on school library services must be formulated to define goals, priorities and services in relation to the school‘s curriculum; The school library must be organized and maintained according to professional standards; Services must be accessible to all members of the school community and operate within the context of the local community; Co-operation with teachers, senior school management, administrators, parents, other librarians and information professionals, and community groups must be encouraged. Reference:www.unesco.org/webworld/libraries/manifestos/school_manifesto.html
RECOMMENDATIONS OF NATIONAL KNOWLEDGE COMMISSION AND NCF 2005 ON LIBRARIES Mr. Vilas Vernekar Librarian, ZIET Mysore The National Knowledge Commission was constituted under the chairmanship of Sam Pitroda, on 13 June 2005 by the Prime Minister as a think-tank charged with considering possible policy that might sharpen India‘s comparative advantage in the knowledge-intensive service sectors. The National Knowledge Commission is a high-level advisory body to the Prime Minister of India, with the objective of transforming India into a knowledge society. In its endeavour to transform the knowledge landscape of the country, the National Knowledge Commission has submitted around 300 recommendations on 27 focus areas during its three and a half year term. “A library is not a building stacked with books – it is a repository and source of information and ideas, a place for learning and enquiry, and for the generation of thought and the creation of new knowledge.”
The main recommendations of the NKC on Libraries are the following: 1. Set up a National Mission on Libraries 2.Prepare a National Census of all Libraries 3.Revamp Library and Information Science education, training and research facilities (Indian Institute of Library and Information Science) 4.Re-assess staffing of libraries 5.Set up a Central Library Fund 6.Modernize library management 7.Encourage greater community participation in library management 8.Promote Information Communication Technology (ICT) applications in all libraries 9.Facilitate donation and maintenance of private collections 10.Encourage public – private partnerships in development of library and information services NCF 2005 The main recommendations and comments given by the national Curriculum Framework 2005 regarding School Libraries are: ―The school library should be conceptualized as an intellectual space where teachers, children and members of the community can expect to find the means to deepen their knowledge and imagination. A system of cataloguing books and other materials available in the library needs to be developed so that children can become self-reliant library users. Apart from books and magazines, a school library should provide access to the new information technology to enable children and teachers to connect with the wider world. In the initial stages of planning, block-level or cluster- level libraries can be set up. In the future, India must move towards equipping every
school, irrespective of its level, with a library. In many parts of the country, community libraries are functioning in rural areas, and government libraries exist in many district headquarters. Futuristic planning would require the amalgamation of such structures in a school library network in order to maximise the use of resources. The Raja Ram Mohan Roy Library Foundation can be given additional resources to act as a nodal agency for conceptualising a library network for schools and for monitoring it after it has been created. In the day-to-day life of a school, the library can serve many different kinds of purposes. Restricting the use of the library to one period a week seldom allows children to cultivate a taste for reading. Facilities are to be provided to allow children to borrow books. Training of teachers in library management and use is required to meet the demands of this situation. Where the size of the school building permits a separate room for the library, it is important to pay attention to creating a positive ethos in this space by providing good lighting and seating arrangements. It should even be possible for a teacher to conduct a class in the library by drawing upon its resources. It could also serve as a place for holding discussions, watching a craftsman from the community giving a demonstration, or listening to a storyteller. Creating such resource libraries to support teachers at the cluster and block levels will complement and strengthen curriculum renewal. Each block could Libraries One period a week to be devoted to library reading. During this time, children sit and read silently in the library. They return the books borrowed the previous week and borrow new ones. If there is no library room, the teacher can bring out books appropriate to the age group and allow children to choose from the set. It is important to let the child choose rather than having the teacher distribute the books. Library books can be brought into the language class. For class projects, children can be asked to look up a reference in the library. Children can be asked to write about the book they have read that week during the language class. Children can be asked to share a story they have read with the other children in class. The school library should be kept open during vacations.‖
KVS NEW LIBRARY POLICY 2012: SALIENT FEATURES
Mr. Vilas Vernekar Librarian, ZIET Mysore
The libraries in Kendriya Vidyalayas are considered as the nerve centres of knowledge which serve the students and staff members with needed information resources and act as vital partners in the collaborative learning activities. The role of libraries in the academic achievement of students is indisputable. In the present 21st century learning environment, students need to be equipped with essential skills that make them effective seekers, evaluators and creators of information available in myriad formats. The KVS Library Policy 2012 is aimed at developing a working framework and to guide the librarians and administrators for the effective organization and management of library systems in Kendriya Vidyalayas all over the country. It provides guidelines to establish school libraries with relevant resources, user oriented services and modern technologies. The Policy intents to equip the students and staff members with the information literacy skills required to face the challenges of the emerging knowledge society. The New Policy which is in the draft stage elaborates on the library budget and recommends calculating the budget as per the formula: The total library budget for a year= Rs 150/- per student OR minimum Rs 1, 50000/- for a 2 section school+ Rs 250/- per teacher. For schools having more than two sections, the same formula will
be followed keeping in mind the upper sealing of Rs 2.5 lakhs, i.e., in no case the library budget should increase above the limit. Necessary consideration is given for sufficient space and a proper location for the school libraries. The concept of Green Library is introduced. Attractive furniture considering the requirements of school population, latest computers and other accessories for making information accessible online, an exhaustive collection development policy including books, periodicals, multimedia etc. are dealt with in the New Library Policy. The staffing pattern including the role and responsibilities of the Librarian is discussed in the draft policy. It is also recommended to have a library assistant along with recommendations for renaming Librarian and Library to Teacher Librarian and Library Media Centre respectively. The New Library Policy recommends e-granthalaya software for library automation and Green Stone Digital Library software for developing digital libraries. The draft policy is a comprehensive list of guidelines and covers all the aspects of library management like accessioning, shelving, classification, OPAC, automation etc. Courtesy: KVSANGATHAN.NIC.IN
UNLEASH THE POWER OF MICROSOFT POWERPOINT: CREATING BETTER PRESENTATIONS Mujib Rahiman K.U Librarian, KV Kanjikode Introduction Microsoft PowerPoint is the most popular presentation software which has got considerable potential for creating presentations for the classroom. Though initially introduced for business, the software gained much popularity among educators as an easy to use instructional tool. PowerPoint helps to optimize the visual learning experiences of the students. Interesting interactive presentations can be made using PowerPoint. Creating effective presentations involves techniques that can be easily learned and applied by anyone - it's not about fancy techniques with the software, but instead relies on a thoughtful approach to communication. PowerPoint in Education PowerPoint presentations, if used effectively, can enhance student learning in several ways. In science teaching complex scientific drawings or formulas can be clearly and simply presented. PowerPoint can also vividly show processes through animated slides like chemical reactions, biological processes etc. PowerPoint slides can provide starting points for interactive processes that promote learning, but they are only a small part of that process. Projects and assignments, instructions for experiments and activities, lists of resources, activities and experiments etc can be displayed effectively to an entire class in large and easily legible type. The classroom lectures can be made interesting and interactive providing supplemental materials like photographs, charts, diagrams and multimedia as slides. Outside of the classroom PowerPoint can be used to provide review and supplementary materials to students. The presentations can be made available online to support the students with information regarding reading lists and references. Interactive tests and quizzes can be designed to evaluate the student‘s understanding of the concept.
How to Create a Good Presentation A presentation is considered to be good as long as it is relevant to the subject, is of good quality and the data in it is of high integrity. Follow the guidelines to make your presentations attractive and informative.
Plan Content: The foundation of any good presentation is the content. The content should be clear and complete. Research your topic and include adequate content in a proper order to make your presentation suitable for the class concerned. Make an outline before starting to design your presentation. Design: Choose a consistent and attractive design template and modify it as required. Keep the number of sides to a minimum and try to present one idea per slide. Format: Ensure that things look balanced on the screen. Do not keep the items on the screen cluttered and limit the use of colour. Have short eye catching titles not too lengthy. Background: Stick with a single background theme that is not too graphical for all your slides. Avoid backgrounds that are difficult to read from. Text and Font: Align your text to left and justified as required. Use bullets or short sentences. Avoid typing in ALL CAPS or Italics. Do not overload the slide with text – stick to 6-10 words per line and 6-10 lines per slide. Use appropriate character spacing, indent and line spacing. Always check the spelling and grammar. Choose the right font style. Avoid narrow fonts and fancy fonts. Keep your font sizes big enough (at least 26 pt). Stick with similar fonts with uniform sizes throughout the presentation. Colour Schemes: Select the colour schemes that work well. Use strong contrasting colours. Remember that your presentation should look good on projector screen rather than the computer monitor. Multimedia Graphics: Use relevant images and keep them to the side, if the image is not the focus of your slide. Good images can be used as fillers in the empty spaces. Text should complement the graphics, wherever necessary. Do not overwhelm the class with too many graphics on a single slide. Make use of diagrams, charts and maps to convey the message easily. Sound and Video Files: Sound and video can play an important role in teaching learning. Do not hesitate to include relevant sounds and video files in your presentation. Multimedia is powerful but should be used thoughtfully. PowerPoint supports flash animation and movie clips. Adding background music may seem to be a good idea, but may distract the students. Do not enable sound for slide transition and text animations. Visual Effects: PowerPoint offers attractive slide transitions and animations. The transitions and animation you select should not distract the students from the content. It is always better to avoid the temptation to get very fancy and test the transitions and animations for effectiveness before presenting. Power Features PowerPoint Views: PowerPoint has four main views: Normal view, Slide Sorter view, Notes Page view, and Slide Show view. Normal view is the main editing view, where you write and design your presentation. Slide Sorter view helps to view all your slides in thumbnail form. This is handy in applying transitions and repositioning the slides. You can view and work with your notes in Notes Page View. Slide Show view presents your presentation on the full computer screen and is used to present your slides before your audience. PowerPoint Templates: Many templates are available with PowerPoint to help designing your presentations. Templates store design information of presentations and can be applied to any presentation to provide a consistent look. Slide Masters: Slide Master helps to modify the template so that you can make universal style changes to every slide in the presentation. Each slide master in a template contains one or more standard or custom sets of layouts. It is recommendable to create or modify the slide master so that it will be easier to make universal changes to all the slides including the placement of texts and objects on a
slide, text and object placeholder sizes, text styles, backgrounds, color themes, effects, and animation. Shapes, SmartArt and WordArt: Insert shapes option helps to insert various basic shapes, arrows, banners and flowcharts into your presentation. The line tools (line, curve, freeform etc.) can be used to draw anything on the slides. SmartArt helps to create designer quality illustrations to visually present related items as blocks. In science teaching, SmartArt can be effectively used to illustrate hierarchical relationships, cycles, matrices and more. Transitions and Animations: Transitions are animations applied to a slide. The texts and object can be animated to provide a visual presentation of ideas. Scientific experiments and processes drawn using Shapes and SmartArt can be animated to show the actual process. Action Buttons and Macros: Action buttons help to incorporate hyperlinks from a presentation and can be effectively used for creating interactive and self-running presentations. The slides can be hyperlinked to other slides, programs, videos, internet or macros. Compatibility Issues Many times you may face problems in using your presentations on other computers. This may be due to incompatibility between different versions of PowerPoint or due to inherent issued related to inserted multimedia items. A presentation can be saved in different format including PDF, RTF, Images or previous version of PowerPoint using Save As option. The latest version Microsoft PowerPoint is always backward compatible i.e you will be able to open a document created in a previous version of PowerPoint. To open a latest version of ppt file in a previous version of PowerPoint application you need to download and install Office Compatibility Pack from Microsoft website. Use Publish->Package for CD option to ensure that all the linked content are included in your presentation. Package for CD also includes the PowerPoint Viewer which helps you run your presentations in a computer not having PowerPoint 2003 or later installed. Practice Rehearse your presentation and be comfortable with the content of your presentation. Rehearse timings and record narration facilities available in PowerPoint will help you to estimate the amount of time your presentation will take. Final Presentation The effectiveness of your PowerPoint slides depends on your lecture during the presentation. Care should be taken to ensure that there is synchronization between what is being explained and what is on the slide. Do not use your slides as a teleprompter and read content from the slides. It may be a really boring experience for the students. With enough practice, you can learn to read from the slide at a glance taking the bullet points as a cue. Blank out your screen (Ctrl+B) when required, to grab the attention of the auidence. Alternatives to PowerPoint Prezi: An online presentation tool which offers ability to zoom and pan the canvas. A free basic version is available. http://prezi.com Apache OpenOffice: Open Source Office Suite having word processing, spreadsheet, graphic, presentation and database tools. http:// ww.openoffice.org/ Google Docs (Google Drive), Microsoft Web Apps, ZohoShow and Sliderocket are free online presentation tools to create collaborative presentations online.
PowerPoint Conversion Tools There are a number of tools to convert PowerPoint presentation to Flash animation. http://zamzar.com is an online conversion tool. You have to upload your presentation and provide your email address. Link to the converted file will be sent to your email
id. There is file size limitation of less 100 MB and the animations in your presentation may not work as expected in the output flash. http://slideshare.net,http://slideboom.com and http://authorstream.com help to share your presentation online in flash format. You may be able to view them online but the flash animations cannot be downloaded. Acoolsoft PPT to flash, iSpring and authorPoint have got free basic version which functions as a add-in in PowerPoint to convert your presentation to flash and share on web. Conclusion PowerPoint is the most popular presentation software application among the academic community. There are a variety of ways to integrate information communication technology in the classroom. PowerPoint should be used as a tool to enhance classroom presentation not as a replacement for effective communication. References 1. PowerPoint: Know Your Medium by Richard B. Gunderman, MD www.arrs.org/.../ARRS/.../JACR_UsePowerPoint_Gunderman.pdf 2. Incorporating Multimedia in your teaching at http://tep.uoregon.edu/technology/multimedia/docs/multimedia.pdf 3. Presenting with PowerPoint at http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf 4. PowerPoint in the Classroom http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/ 5. The effect of PowerPoint presentations on student learning and attitudes http://gpae.bryant.edu/~gpae/vol2/04-046 The Effect of PowerPoint Presentations on Student Learning.pdf
WEB 2.0: TRANSFORMING ONLINE LIBRARY SERVICES Mujib Rahiman K.U Librarian, Kendriya Vidyalaya, Kanjikode Introduction The emergence of Web 2.0 as a concept providing interactive, user-centric design of the Internet enhancing collaborative information sharing has revolutionised the online library services. The users are no longer passive visitors of the websites; their role has changed to that of active contributors generating interactive and dynamic content. Library 2.0 refers to the application of Web 2.0 concept in libraries transforming the way library services are delivered to the users encouraging interaction among the library staff and users. The paper highlights the potential of Web 2.0 and its possible applications in the school library context. Web 2.0 The term Web 2.0 was coined in 1999 by Darcy DiNucci and it gained popularity during the O'Reilly Media Web 2.0 conference in late 2004. ―Web 2.0 is a concept that takes the network as a platform for information sharing, interoperability, user-centered design and collaboration on the World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media environment, as consumers of user-generated content in a virtual community. It provides rich user experience with PC equivalent interactivity. Other characteristics of Web 2.0 include its dynamic, up-tp-date content. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, Web applications, and ‗folksonomies‘‖ (Wikipedia) In his article, Tim O‘Reilly explains Web 2.0 as the services provided using the ‗Web as Platform‘ independent of hardware or operating systems, where software applications are available on the web instead of the desktops wherein the services get better as more people use them. Further the ‗Users generating the content‘ in
various formats through the ‗architecture of participation‘ that could be ‗harnessed to create value‘.
“Library 2.0 The term was first used by Michael Casey on his blog ―Library Crunch‖ in 2006. Library 2.0 is Web 2.0 applied to the library environment providing library services online encouraging user interaction and participation. As Casey and Savastinuk (2006) stated, ―Any service, physical or virtual, that successfully reaches users, is evaluated frequently, and makes use of customer input is a Library 2.0 service‖. Why Web 2.0? The social networking sites offer an opportunity for the school libraries to reach its clientele delivering library services more effectively. It may also enhance the professional development of the librarians by collaborating and networking with the library professionals globally. It will be the cheapest and most effective way of reaching out to the students by adapting library services to integrate Web 2.0 technology. Moreover, social media websites provide the librarians a better platform for library advocacy, promotion and marketing. Web 2.0 Tools and Applications in Libraries The major Web 2.0 tools and their applications in the context of school libraries are mentioned below. Blogs A blog can be defined as an online journal or web site on which articles are posted and displayed in chronological order. Wikipedia defines ―a blog (a portmanteau of the term web log) is a discussion or information site published on the World Wide Web consisting of discrete entries ("posts") typically displayed in reverse chronological order so the most recent post appears first. Blogs can be considered as an online journal where anyone can publish their thoughts and reflections on any topic. The articles or entries in the blogs will be arranged chronologically. To get acquainted with terminologies; blogging is the act of contributing to blogs, blogosphere means all blogs, or the blogging community; blogroll a list of other blogs and a blogger is the person who contributes to a blog. The applications of the blogs in the school library environment are manifold. Blogs can be effectively utilized as a platform for publicizing the library resources, services, programmes and events. A school library can have its blog providing easy access to information pertaining to the library and it can be used as a collection development tool where users can suggest required library materials. Reading lists, announcements, library instructions, tips and tutorials, new arrivals, list of online resources and book reviews can be posted on the blog. A collaborative blog for the Library Readers‘ Club can be maintained. The librarian can provide online reference services through the blogs. Other application may include posting the overdue notification, items returned or reserved by a user, library discussion forums, and a library newsletter where monthly progress and events of the library can be published. Wikis A Wiki can be described as an extremely flexible kind of blog which allows the users to create and edit web content freely. Wikis can facilitate social interaction among the students. Though Wikis are not very reliable and authentic, it can be used as medium for collaborative web authoring. It can be utilized as an interactive and discussion platform for library related projects like creation of user evaluated web resources, book discussion forums and readers club. Social Networking Websites Social networking sites facilitate people to connect, collaborate, and form virtual communities via internet. These sites offer diverse features for sharing and
interaction through comment posts, storage of sharing of files, podcasts, live chats and discussions. It is the easiest and fastest way to have an online presence for the school library. A school library can join the social networking sites like MySpace, Facebook, Youtube, Flickr, Twitter, Picasa, Goodreads etc… and create web pages such as blogs and provide information regarding the library activities and events, share the photographs, video tutorials and so on. RSS Feeds RSS or Rich Site Really Simple Syndication is the behind - the - scenes technology. RSS refers to the web feed formats used to publish frequently updated works. It is a lightweight XML (Extensible Markup Language) format for automatically distributing news headlines and other content on the Web providing a way for the users to see websites‘ contents without having to visit them. RSS powers services like Blogs, Podcasting, Newsfeeds, all sorts of social software, Portal Pages like iGoogle, My Yahoo!, or My MSN, Newsletters, Weather Alerts and Press Announcements. School library can make use of RSS Feeds to provide Current Awareness Services, upcoming events, new arrivals etc. Podcasts Wikipedia defines a podcast as ―a type of digital media consisting of an episodic series of audio, video, PDF, or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device‖. RSS feeds help the users in automatically getting the latest updates from Podcasts. School libraries may make use of podcasts by recording stories and to organize story telling sessions. Folksonomies or Social Tagging Folksonomy, a term coined by Thomas Vander Wal, is a portmanteau of folk and taxonomy. Folksonomy is a system of classifying web content collaboratively for organizing data. It allows users to provide keywords or tags to classify the data themselves. The major strength of such tagging is that it ‗reflects the vocabulary of users‘. Though the idea of library resources being tagged or classified by its users may seem good, the issue of standardization of classification or subject headings may create problems. An integrated cataloging system may generated incorporating the standard subject heading and user generated tags. Social Bookmarking sites like delicious provides the facility for the users to store, manage, organize and share online their bookmarks. The social bookmarking sites encourages tagging the bookmarks for organizing them . Video/Audio Sharing The sites like YouTube and Daily motion allow uploading videos and sharing them through any platform – social networking sites or the library websites. The library user guides and instructional materials can be uploaded and shared through these media. Implementing Web 2.0 The vast number of Web 2.0 tools and services available may be the most intriguing problem when someone thinks of implementing Web 2.0 in the libraries. It may be little bit difficult to decide which tools, services and platform are to be selected for the library. Experiment with different Web 2.0 tools and services and select suitable tools based on the proposed services, ease-of-use and the library clientele. Conclusion The integration of Web 2.0 in the school libraries will definitely improve the quality of services and will promote effective utilization of the library resources. Libraries adopting the latest trends and technologies can motivate the students to utilize the library resources and share their reading experiences online through the social networking sites. Further, the students will be encouraged to participate in the library
media programmes and activities and they can contribute to library functions such as collection development, cataloguing and information delivery.
“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.”
- Samuel Johnson
A short list of Web 2.0 Tools and other Websites Flickr (http://www.flickr.com/) Online Photo Sharing Facebook (http://www.facebook.com/) Social Networking Service MySpace (http://in.myspace.com/) Social Networking Service del-icio.us (http://delicious.com/) Social bookmarking service Youtube (http://www.youtube.com/) Video-sharing 43 Things (http://www.43things.com/) Social Goal Setting network Goodreads (http://www.goodreads.com/) Social Cataloguing, network for booklovers- reading lists Google+ (https://plus.google.com/) General social networking site Hi5 (http://hi5.com) Social Networking LinkedIn (http://www.linkedin.com/) Networking for professionals LibraryThing Cataloguing books online (http://www.librarything.com/) Blogs Blogger (http://blogger.com), Wordpress (http://wordpress.com), Live Journal (http://livejournal.com), EduBlogs (http://edublogs.com) Twitter (http://twitter.com) Search Engines http://google.com, http://bing.com, http://yahoo.com StumbleUpon (http://www.stumbleupon.com/): suggests great sites based on your interests DuckDuckGo (http://duckduckgo.com): A search engine with a difference Dogpile (http://www.dogpile.com/): Metasearch Engine Guruji (http://www.guruji.com/) Indian search engine Job Search Naukri (http://naukri.com), Monster India (http://monsterindia.com), Times Jobs (http://www.timesjobs.com), Jobsearch (http://www.jobsearch.in), Indeed (http://www.indeed.co.in/) Blog Search Regator (http://regator.com), Technorati (http://technorati.com), Amatomu (http://amatomu.com)
Refereces: 1. http://www.slainte.org.uk/files/pdf/web2/Web2GuidelinesFinal.pdf 2. http://en.wikipedia.org/wiki/Library_2.0 3. http://en.wikipedia.org/wiki/Web_2.0 4. http://oreilly.com/web2/archive/what-is-web-20.html
Books are the ever burning lamps of accumulated wisdom. - George William Curtis
HOW TO CREATE A BLOG ON BLOGGER: TUTORIAL Mujib Rahiman K.U Librarian, KV Kanjikode Though there are many blogging platforms available on the Net, the easiest one is Blogger. Blogger can be a very good starting point for learning blogging and later you may create your blogs on other platforms like WordPress. Open http://blogger.com in the browser. Sign In using your Gmail Id or click on Sign Up to create a new Id, provide the details to create an ID. You can log in and use any of the services by Google with a single user id. Once you login to Blogger for the first time, it will ask you to select a profile option. Select Google + profile if you would like to link your blog to your common name and profile or select limited profile to blog under a different display name. Now you will get the Blogger Dashboard.
Your name or display name
Your existing blogs will be displayed here. Click on New Blog to create new blog
List of blogs you follow. Click on Add to add new
Click on New Blog button to create your first blog. Select a suitable Title that reflects your blog and type it here
Select a URL for your blog and type it here. The address or URL should simple reflecting your blog
Select a template for your blog. This can be changed later
Click here to create your blog
New Post Button
Your newly created blog will be visible in the dashboard. A post means adding content to your blog. To start posting click on Start Posting text or the Orange Button. The Post Editor window will appear. Content or body Type post title here
Insert Image/Picture
Publish Button Insert movie/video
You need to give the title of your post in the Post Title text box and type the content in the box below. The formatting options available on the toolbar are similar to MS Word. On the right side, some post settings are available where you can provide tags or labels or keywords related to your post. Another important and useful setting available here is the Schedule option which helps you to set the date and time for your post to be published automatically.
After you have finished entering the content, click on Publish button to publish your post. The Save button will save your content as a draft only. Only if you click Publish your posts will be visible to the public or the visitors.
Adding Image/Video to your post
To add an image or movie click on the appropriate button. A window will appear prompting you to select the image. You can browse and upload an image from your computer or you may provide a URL or you can pick one from your Picasa web album. Click done to insert the image. Once inserted the image options like alignment, resize etc. will be available.
When you click publish, the post will be published and you will be taken back to the posts list.
Here you can do a lot of things. Bring your cursor to any of the post, you will be able to edit, view and delete any of the post. The layout, settings of your blog can be changed by selecting the options available.
Overview of your blog List the pages in your blog, add new pages Comments published and waiting for moderation Provide statistics like page visits etc.
Make changes to layout, add gadgets etc Modify template Change settings
Blogger Settings
The Blogs and contents on blogger are visible to anyone by default. You can make changes to the settings by clicking on the settings option. Under the Basic Settings tab, you can edit the title, add readers or use the Add Authors option to invite your friends or students to contribute to your blog. (See picture on next page). You can restrict comments and posts on your blog from Posts and Comments tab under settings. Other options like posting through Mobile and Email are also available under the settings.
Changing the Layout
You can make changes to your template and layout anytime you wish. To edit layout click on Layout. In the Layout Editor you may click on edit to edit an existing gadget or click on Add a Gadget to insert a new gadget (like RSS feeds, slideshows, search etc.) and simply click on the Plus sign against the gadget you wish to add and provide necessary information. You can choose from gadgets by category, or search for a specific gadget in the top right of the pop-up window. Once you have inserted the gadget or made the necessary layout modifications, click on the orange Save Arrangements button to save the layout.
Layout Editor
Use this to add collaborators. Provide email id of those you wish to add as authors
Basic Settings
Changing the Template You can make modifications to your templates by clicking templates under settings. Besides the templates available on blogger, many free templates are available on the Internet which may be downloaded and used in blogger. Sharing Your Presentations Though you cannot just insert the PowerPoint presentations or PDF files directly in blogger posts, you can embed the files after uploading them to online storage sites like slideshare, scibd or Google Drive. Once you have uploaded the file to these sites, you can get the embed script from the sites and just paste in the HTML view of blogger post.
Embed using Google Drive First login to your Google account and click on the link Drive on the top. In Google Drive, click on upload icon and upload the file. Once uploading is complete click on share to share the file and you may copy the URL to share a link to your presentation. To embed the presentation in your blog, click on the presentation to open it in Google Drive. Click on File Menu and select Publish to the Web and copy and paste the embed code in your blog paste under HTML view. Try the various gadgets and settings available. Access blogger getting started guide and help at http://support.google.com/blogger/bin/answer.py?hl=en&answer=112498.
FIND IT ONLINE: INTERNET SEARCH STRATEGIES Mujib Rahiman K.U Librarian, KV Kanjikode
Finding the relevant information from the Internet may be as tedious as searching for a needle in the haystack. Given below are some tips on how to find information quickly and easily. Google Search Tips Generally, google will use all the words used in your search for finding results. So only use the important keywords to search. No need to include special characters or punctuations in your queries. Search within a specific site: You can search within a specific site by adding site:URL to your search keyword with e.g library policy site:kvsangathan.nic.in Search for a specific file type: To search for a specific file type like Word Document or PDF or PPTs or XLS files add filetype:ext (file extension) with your search keyword. E.g. library automation filetype:doc (will get only Word documents as search results) Exclude words from your search: To exclude some words from your search put a ‗-‗ (minus sign) just in front of the word. Do not leave any space. E.g. library automation –autolib Find Related Pages: The tag related: can be used to find pages similar to a site you know. E.g. related:kvsangathan.nic.in will get you all sites that are related to KVS Website. Search within a Range: You can search within a range. If you narrow down your search within a particular period or numerical range you can use … (three dots) in between the two periods. E.g. president india 1990…1995 will fetch results during the period mentioned. Number Conversions: You can easily get number conversions or measurement conversions or rupee conversions by typing in the number and unit of measurement. E.g. 10 km to miles will convert and show the result on top of the search results. Search Time: To get the time anywhere in the world type time place. E.g time brazil Get Definition: Just add define: in front of your search term to get the definition Calculate: Type the math equation you want to solve in Google and it will get the results for you. ISBN Search: You can enter the ISBN of a book directly to get the book details.
Book Search: Click on the Books link on the left in Google search to get the book details or go to books.google.com to search for books and get all bibliographic details and even the full text. You can search the Internet using you mobile‘s camera with Google Goggles app installed. Other Search Engines You may try Bing (bing.com) or dogpile.com instead of Google. One of the good search engines available is DuckDuckGo (http://duckduckgo.com) which do not track the visitors. It has also got a goodies section which has got a lot of general goodies for calculation, conversion, facts, geography, computing tools, and technical calculators and so on. Multimedia Search The following search engines/sites can be used to find audio/videos online. http://www.bing.com/videos/browse http://www.blinkx.com/ Google Video Search http://en.fooooo.com http://www.clipblast.com http://www.blogdigger.com/media/index.html http://www.findsounds.com http://www.picsearch.com/ http://www.tineye.com/: This is an image search engine with a difference. It lets you do a reverse image search i.e you can find similar images by uploading an image to TiyEye or you can just type in the URL of the image and you can search an image by colour. http://search.creativecommons.org/ Desktop Search Tools The following free desktop search tools that can be downloaded from the Internet are highly useful in searching you PC for files. Google Desktop Everything Copernic Desktop Search
MS WORD SPECIAL FEATURES AND TIPS Mujib Rahiman K.U Librarian, KV Kanjikode
Microsoft Word is the most popular office software. Microsoft Word is rich in features which are helpful in completing many tasks with ease, but are less known and utilized. Some of the features are listed below so that you may work faster with your documents. Step by step instructions for the features are not being listed here for which you may refer to the Word Help file. Find and Replace The Find->Replace under the Editing tab on the Home menu has got some special features other than simply finding text and replacing it. In Find and Replace dialog box, click on the button More >> and you will get various options to restrict your search like Match Case, Find whole words only etc. Besides these, Word can even
find and replace various special characters and formatting which can be accessed by clicking Format and Special buttons. Paste Text with Spike Normally we can copy and paste text from anywhere using the copy – paste options. But there is a less known feature in MS Word called ―Spike‖ which will help us to gather text/images from different locations in a document and paste them together at any other location. Select text and press Ctrl+F3 to cut and store text in to spike. Repeat the same for all the text areas you want to copy. Click where you want to paste the content in the spike and press Ctrl+Shift+F3 to paste it. This will clear the spike. To retain text in spike while pasting, type ―spike‖ where you want to paste the text and press F3. Pagination Options If you are preparing a multiple part document or manual you may need to put the page number starting from 1 for each section of your document. To do this, first insert the page number the way you want in the footer. Now go to the page where you want to start new pagination, click Insert->Break->Next Page. Go back to View->Header and Footer and click on the footer and select Page Number->Format Page Number option and select start at and type 1. Search Internet from Word Document If you want to look up a word, term or a phrase on the Internet use the lookup feature. To do this, select the word or term, right click on it and select Look up. The Research pane will appear on the right where you can select where to search. Commenting Need to proof read a word document? Use the comment feature to mark up the areas for modification and add your suggestions without disturbing the original text. Click where you want to insert a comment or select the text and click Review->New Comment. Type your comment. Magic of Templates Microsoft Word has a good number of templates that can be modified to make most kind of documents like business cards, calendars, brochures, newsletters and so on. To base your document on any existing template click the Microsoft Office Button and click New. You can see a number of templates installed on your computer and those which are available for free download. Tracking Changes Track changes feature is another helpful feature while making changes to a document (you or someone else). First enable the feature by clicking Review->Track Changes. After tracked changes, select the view from the available options. You can accept or reject the changes made by clicking the appropriate option. Creating and Applying Styles Use the styles option to quickly and professionally format a word document. There are many styles readily available in word under the Styles Group in Home tab. To create a new style, click the Styles dialog box and click New Style button. You can also modify and save an existing style as a new style using the quick style feature. AutoCorrect Autocorrect helps you correct the errors automatically when you type. It can also be used as a shortcut to insert commonly used long words/phrases. Autocorrect option is available under the Microsoft Office button->Word Options->Proofing
Insert Equations and Symbols Various international characters, symbols and mathematical equations can be easily inserted using the function available on the symbols tab under the Insert menu. Insert Rupee Symbol You need to download the font for rupee symbol and make use of the autocorrect options to replace Rs. with the rupee symbol. Different Page Orientations To change orientation of a single page in your document click and select the Page Setup dialog box. Select the orientation you want and select the required option from the Applied to dropdown box. Macros Macros are useful to automate frequently used tasks. A macro is a series of commands and instructions that you group together as a single command to accomplish a task automatically. You need to select Show developer tab from Word Options->Popular to work with macros. Table of Contents Making use of the Heading Styles, you can easily insert a table of contents for your document. You can manually mark the entries for TOC also. The mark entries button is available under References tab. Once you have marked the entries, you can use the Table of Contents button to insert the TOC wherever you want. Similarly you can have Table of Figures, Table of Authorities and Index for your document in an easy way. (The TOC for this document is made using these options) References and Citations Word offers great tools for citing sources, creating a bibliography, and managing the sources. For creating this, first select the appropriate style from Style dropdown in References->Citations & Bibliography Group. (New styles can be created or existing ones are modified and the list of fields can be edited if you know xml or styles can be downloaded from the Internet) Security Features The Word documents can be password protected and encrypted. A document can be password protected by using Save As option from Microsoft Office Button. On the save as dialog box click on Tools button and select General Options and enter password. The option Prepare Document accessible from Microsoft Office Button helps you to ensure that all the personal data are removed from your document and you may even encrypt your document using password, put digital signature and check the document for compatibility with other versions. Sending Email and Posting Blog You can send your word document as an email attachment directly from Word itself. You may publish your blog posts also directly from MS Word. The options are available under the Microsoft Office Button as Send and Publish respectively.
DEVELOPMENT OF READING HABIT AMONG CHILDREN D.V.S Sarma Librarian, KV No.2 Vijayawada
“The greatest gift is the passion for reading. It is cheap, it consoles, it distracts, it excites, It gives you knowledge of the world and experiences of the wide kind. It is a moral illumination.” -Elizabeth Hardwick -Reading enables us to acquire knowledge to built different attitudes and life skills. -It is a basic tool of education. The term ―Reading habit‖ refers to the behavior which expresses the likeness of reading. Once you get hooked to reading, the time spend on reading books will become your favorite activity. There is hard and fast rule to improve reading habit. Every reader has his/her own way to improve this habit DISTRACTIONS 1. Browsing the internet. 2. Watching Television. 3. Gaming consoles. 4. Instant messaging. So it is becoming very uncommon to spot a child who is interested in reading for fun. To improve reading habit four pillar contribution is needed i.e 1. Parents 2. Teaches 3. Librarian 4. Individual play very important role. ROLE OF PARENTS To raise a reader, we do not need to schedule specific time. Reading skills are built moment by movement. The following are the easy daily activities. Let your child see you reading and share information from your own reading with your child. Read aloud; read the newspaper.As a family, act out favorite scenes from a book. Take book with you whenever you go out. Offer books as a reward for achieving. Invent reading related job such as writing or reading the grocery list. Subscribes to children‘s magazines. Tell your child stories aloud about your own life or your family. Make library visit a family routine. Allow pre-readers to ‗tell story ‗from pictures.Have children retell favorite stories. Have children evaluate stories – favorite character. Connect stories to children lives and ceate silly rhymes and poems together.Provide an inviting environment for reading. Use TV sparingly and wisely.When cooking, ask your child to read the ingredients list on the recipe.In a restaurant, have your child read the children‘s menu aloud. Relax and have fun with your child and book. Allow your child to select books of his own interest from the library Create a home library. Children who became good reader are those who have had many positive experiences with books during their early years. Parents can give invaluable give to their children by reading to …and with children during early years. Parent who want their children to be good readers should become readers themselves.
ROLE OF A TEACHER Teaches can encourage reading habit by reading to and with them by sitting along with them in the library or some suitable place. Teachers can tell the stories. Teachers can discuss childhood experiences and providing them with new experiences .Teachers can introduce books to the pupil after giving them a brief introduction about the content. After every lesson, teaches can give list of reference books which are available in the library. In CCA books can be given as prizes according to the level of the student. Teachers encourage extensive reading of easy and interesting book that would create interest and improve vocabulary. Teachers encourage students not to consult dictionary when he finds different words at the initial stage. But he should analyze and derive the meaning. ROLE OF A LIBRARIAN Librarian should provide reading material according to their age, need, interest and level.Library orientation programme is to be conducted and explain the type of books, their arrangement, and how to use the resources. Open access system is to be followed so that the child selects the books of his interest. User friendly attitude of the librarian matters a lot. Librarian should stimulate the readers to attract towards the library. Shelf rectification:- Arranging books in proper order/replace after utilization. So librarian can save the time of the reader and develop reading habit. Display of new arrivals:- New arrivals of the books should be displayed in the library to let readers know. Display of 10-15 books per week in the library is advisable. Copies of all the magazines received may also be displayed. Library should be decorated to attract more readers. Book exhibition can be done on National and International days of importance. 9. .Book review and note making: It is necessary for the librarian and teacher to know whether the students has read the book and understood or not. It is practically proved that if student writes notes, it creates interest on books. The following standard method is suggested for book review. 1. Name of the author and title of the book 2. Name of the publisher and place of publication 3. : Did you like this books (yes/No) 4 Which character did you like most? Why? 5. Write the summary in 2 pages . Write moral of the book/story Celebration of library week and Reading Day: Spend 1 period after prayer and before first period. All staff members and students including Principal bring their own books and read. Practically it is proved that it is developing reading habit among students.11. Provide Internet, Library blog for providing rapid information sources. Now a days blogs are quite popular. Digital Libraries: In this books are available in digital form. By simple key words we can search the book or title. It saves the time of the reader. Green Stone Digital Library Software can be used for developing digital library. Provide newspaper clippings and digital newspaper clippings:.Young children like books that contains rhyming words, word repetition. Books containing word and colour pictures and simple words may be purchased for primary children. If the child has a favorite book, he likes to read the books of the same author. It is better to build collection of that sort. Find the interest of the child and select books. If child shows preference, we can encourage them to select books of his/her own. If child likes first part of the series, he likes to read others part of the series.
ROLE OF THE CHILD Set time: Every day set particular time for reading. Always carry books. Make a list of books and keep in your pocket. Put tick mark when completed. Crate gmail account and send the list to your gmail account. Write summary of these books and preserve in the blog. Find a place in your house where you should not have any disturbance ( TV, Radio, etc.). If you do not have placed create them. Reduce TV/Internet. Have a library day;Once in a week visit library along with your family members. Blog it: It is better to put everything read in blog. Let your family members give their comments on the book review written by you8. Have a family reading day: This can be clubbed with library visit. It is recognized fact that reading has a crucial role to play in creating independent learning, literacy promotion and educational attainment of individual . So many countries are following different methods to develop reading habit among children. The important method is summer reading programme. SUMMER READING PROGAMME Objectives: - Inculcate reading habit and care of books in children. Teach children how to use books and library. Encourage children to judiciously utilize their long vacation Target Group:- The students of class I-VIII. Duration:- Its span is about 6-8 weeks during summer. The children are admitted into the library by 10.am and they spend 2-3 hours daily. Registration:- Due to limited space only 40 children can register on first cum first served basis. Registration is free of charge. Parent signature is a must for registration Activities: 1. Book review 2. Story telling 3.Dictation 4. Word games 5. Library orientation such as library ethics, library registration, types of library materials, library rules etc. 6. Care of books and library material. 7. Creative art like drawing, painting and decoration, singing etc. 8. Essay writing competition. Assessment:- All participating children are assessed at the end of the programme. 1. Folders are opened for each child to record the activities done by the child 2. Every day child is engaged in various activities. Beginning of the day, child involves in serious reading. Here child is allowed to select his own interested book. 3. Every child is given book review sheet to write the book review. Types of book reviews. 1. Short Review:- Short summery of the book with author, no. of pages, main characters and subject matter of the book 2. Star Review:-Out of various books read in a weak, each and every child chooses star book among them and come with a more elaborate review than short review. Children are also asked to narrate the story. At the end of the programme total no. of books read and reviewed are recorded and kept in individual folder. Children were allowed to borrow books to home.
Record the assessment of other activities like story telling, dictation, drawing, painting, decoration, games, creative art and essay writing and cumulated at the end of the programme At the end of the programme 10 best students who have done well in all the activities are selected. A grand function is organized along with their parents. Important personality of the local community is invited for that function. These star children are given certificate, memento, medal and prizes Good citations can also be prepared and read when the child is receiving his prize. Benefits of the programme: 1. Stimulation of reading habit ,2. Library user education.3. Judicious use of holidays. 4. Development of life long passion for reading COLLECTION DEVELOPMENT D.V.S Sarma Librarian, KV No.2 Vijayawada COLLECTION DEVELOPMENT POLICY:- School library should provide wide range of resources to meet the needs of the users for 1. Education. 2. Information 3. Personal development. Collection development is a continuous process and it is developed on an ongoing basis to ensure that the users have constant choice of new materials. Nature and scope of core collection should take into account the size of the vidyalaya.Subjects offered, Project based activitiesCareer guidance and counseling. LIBRARY COLLECTIONS ARE DYNAMIC NATURE: There should be constant review and removal of material to ensure that collections are current and relevant to the users. Library collection may be developed in cooperation with the students to ensure that it reflects their interest and culture.
A books/periodical/multimedia sub committee may be formed including subject teachers as well as students. It is better to examine books personally and buy Suggestions received from teachers/students should be examined carefully and due weightage is to be given in book selection. SIZE OF COLLECTION:- General books should be at the rate of 5 per students subject to a minimum of 1500 books or newly opened kendriya vidyalaya. For primary classes 1:3 books are to be issued for class libraries. So depending on the strength we have to purchase book in addition to books in the library. BOOKS:- Library should maintain good collection of books including reference material to satisfy the needs of the staff and students books should be available in both Hindi and English. Core collection contains Text books., subject books, reference books – Dictionary, encyclopedia, maps, atlas, thesaurus, year books, almanacs, Reference books on subject, Books on competitive exams, Exclusive editions on general books. Multiple copies f popular children‘s fiction books.
Separate collection of publications of KVS, NCERT, CBSE (Curriculum, Guidelines, Policies, Instructional materials) would also be maintained Accounts Code and Education Code should also be available in the library. Small and core collection of books on Regional Language may also be developed where regional language is opted as subject 50% of the budget is earmarked for primary (I-VIII) 50% of the amount must be spend on books published in Hindi language irrespective of the subject. To encourage teacher participation, a teacher may be allowed to purchase books worth of 500/- . This is only once and committee will decide the amount of this purpose.
PERIODICALS:- Minimum 25 periodicals (weekly, fortnightly, monthly, quarterly and biannually) There would be General, subject, Children Magazines and journals related to education and should be selected by the committee. The content of the periodical should be age appropriate. Periodicals should be available in both Hindi and English. Two good quality periodicals may also be purchased. Multiple copies of children‘s magazines should be procured and issued to class libraries. Periodicals may be purchased locally or subscribed by post for a period of one year - See list of Annexure – V) NEWSPAPERS:- It is advisable to purchase 5 newspaper ( 4 national and 1 regional, English 2, Hindi 2 and regional language 1) In Hindi areas only 4 newspapers are to be purchased. Schools having Economics/Business studies/Commerce as subject would subscribe Business Daily besides general newspapers MULTIMEDIA:- Library should develop multimedia collection like data disk, audio CD, and Videos 1. Children multimedia CD/DVD: Animation, cartoons, moral stories, activities, plays, CD/DVD for developing communication, numerical mental, literary and language skills 2. Children films:- Produced by Children‘s film society of India, Film Division and other government and non government agencies. General Multimedia reference CD/DVD’s:
• Encyclopedias, Dictionaries, CDs on facts, quiz, map art form (dance ,music, stage programme, paintings) Geography, travel, history, biography, science, mathematics, social science activities and porjects, sports & games, Yoga, spoken English, language learning etc.
• Curriculum Based CD/DVD:- Curriculum based CDs produced by KVS/NCERT/CBSE and other reputed organisations.
• Open source software programmes for teaches and students.
• Documentaries:- Documentaries on education , environment and social issues produced by scientific and non governmental agencies (TERI/CSIR)
• Feature Films:-Films produced based on child psychology, education, freedom struggle national leaders, great personalities and social vlaues (Tara zameen par, Gandhi, Bhagat Sinh etc.) DIGITAL/WEB RESOURCS:-
• Digital library: The library should develop digital collection. This can be done by downloading free e books from the internet. Green Stone Digital Library software developed by UNESCO shall be used for creating and organizing collection.
• E-Journals:- Library shall provide awareness about and access to free e-journals, educational databases, networks, consortium , online encyclopedias etc.
E-Books:- Useful digital books would be downloaded for the internet and updated in GSDL. This can be copied on CD and can be circulated to others.
• E-Content:-Library shall provide access to e-content developed by KVS and other agencies.
• Web Directories:-The library should prepare a list of useful websites. This may be published on library blog and website and printed version may be circulated and filed for reference. REESOURCES FOR DIFFERENTLY ABLED USERS:- 1. For visually challenged:- Resources shall be available in • Large Print, Braille, Aujdio format, Record Books, Talking Books 2. For children with autism spectrum and other developmental disorders:- • Books, periodicals, CD/DVD and online resources indented for the affected students shall be collected and kept in the library • (Autism: a developmental disorder characterized by impaired social interaction, difficulty in communication, problems with seeing and hearing)
• Other Teaching Resources: -1. Internet • Other Collections:- 1. Student projects 2. Question papers 3. Circulars received from KVS/CBSE/NCERT
• Donated Books
PRESENTATIONS BY PARTICIPANTS
S.no Name of the participants KV Title of Presentation 1 Mr. Prakash Chhatwani Gandhinagar Cantt Reading Habits 2 Ms. Hiral Shukla OKHA Best practices in the Library 3 Mr. Prateek Asali Bidar Library Consortia 4 Mr. Naveen Kumar No.2 Vasco Library Activities 5 Mr. Shashi Ranjan Kumar Kodagu Library at Kodagu 6 Ms. Nupur Chaturvedi VSN Nagpur How to attract students to Library 7 Ms. Ritika Chelani No.3 Bhopal(Sft-1) Instilling Reading Tendency 8 Ms. Sita Hembrom No.2 Indore Know your Book 9 Mr. S.V.Salodkar Pulgaon Look of a Modern Library 10 Mr. Satyavan Richhariya No.3 Bhopal(Sft-2) Concept of 2.0 in Vidyalaya Library 11 Mr. R.K. Vishwakarma Chhatarpur Readers Club 12 Mr. D.V. Kamble Ajni, Nagpur Users Studies 13 Mr. Nirmal Kumar Mahanta CLRI, Chennai 21st Century School Library 14 Ms. Sudhindra Rani ottapalam Library Activities 15 Mr. Bushair P.K. Thrissur Why E-granthalaya? 16 Mr. Mukesh Pathi Karaikudi Let us Learn Library Language 17 Mr. G Rathnakar Reddy NTPC Journey as a Librarian Ramagundam 18 Mr. K Muralidhar 1 Vijayawada School Library 19 Mr. G Dastagiri Kanchanbagh Digital Libraries 20 Ms. V. Varalakshmi KV CRPF Norms for Children Libraries 21 Mr. Mahbob Khan Churu Books are for use 22 Mr. B.L.Verma No.2 Bikaner Library Orientations 23 Mr. Ram Niwas Itarana School Librarian role 24 Ms. Anjali Verma IIT Powai Librarian as an Information Manager 25 Ms. Chitra Kulshreshta Koliwada Care and handling of Library Materials 26 Ms. Shalini Asthana Bhandup Inculcating reading habits
27 Ms. SATI MENON D.I.A.T. Girinagar Why plan a Career? 28 Mr. U.K.Choudhary No.1 Dehu Road Reading habits 29 Mr. A.P. CHATI Ganeshkhind Effective Accession Register 30 Mr. S.K. GAUTAM DHULE Web 2.0 31 Mr. G D Dhole No.2 AFS Pune Open Access System 32 Ms. Sucheta C SC Pune Librarian to Cybrarian 33 Mr. RA Chavan Nasik Road Camp Library Automation 34 Ms. Srishti Kumari CR Manmad Reading Habits
The books that help you most are those which make you think the most. The hardest way of learning is by easy reading: but a great book that comes from a great thinker-- it is a ship of thought, deep freighted with truth and with beauty. - Theodore Parker
USER SURVEYS USER STUDY QUESTIONNAIRE 1 Effectiveness of Class Library in Primary Classes (IV-V)
Name of the Student:______Class: ______I am a Boy/Girl 1. Do you have class library? Yes [ ] No [ ]
2. Who normally comes to your class library? Class teacher [ ] Other teachers [ ]
3. What kind of Books you have in your class library?
Story books [ ] G K books [ ] Picture books [ ] Reference books [ ] 4. Which language do you like to read? Hindi [ ] English [ ]
5. Do you have Story telling activity? Yes [ ] No [ ]
6. What kind of book you like most? Story books [ ] Picture books [ ]
7. Which Children‘s magazine do you like most? Champak [ ] Magic Pot [ ] Chandamama [ ] Gokulam [ ] Other …………………
8. Are you allowed to take books for home reading? Yes [ ] No [ ]
9. Do you maintain library note book? Yes [ ] No [ ]
10. What other activities you do in your class library periods? Drawing [ ] Quiz [ ] Scrap Book making [ ] Preparing Book marks [ ] Story Telling [ ] Other …………………………..
11. Write Names of any two of your favourite books. ……………………………………….
12. Which is your favourite story book character? ………………………………………….
13. Do you read Newspapers? Yes [ ] No [ ]
14. Do you use a dictionary? Yes [ ] No [ ]
15. Do you handle your class library books with care? Yes [ ] No [ ]
16. Do you visit the main library? Yes [ ] No [ ]
17. Do you like your class library? Yes [ ] No [ ]
18. What is the name of your librarian? ……..…………………………………………
19. You like to read Comicss [ ] Magazine [ ] Picture books [ ] GK Books [ ] Story books [ ] Other ………………….
20. What would you like to suggest for making your class libraries better
………………………………………………………………………………………… ………………………………………………………………………………………
USER STUDY QUESTIONNAIRE 2 Library usage by Subject Teachers (PGT/TGT)
Name of the Teacher------Designation------
1) How often do you visit vidyalaya library? a. Daily b. weekly c. monthly 2) What is the main purpose behind each visit of the library? a. to issue a book b. periodical c. e-resources 3) As per new increased time under RTE do you get time to visit library? Yes/No 4) Which type of book /reading materials do you found more convenient for reading ? a. print format b. e-format 5) What type of e-resources are available in your library ? a. online b. offline c. Cd‘s and DVD‘s d. All 6 ) Is book exhibition being organized in your library ? Yes/No 7) Do you access internet services for subject related query in library? Yes/No 8 ) Do you help your student for inculcating reading habit among them ? Yes/No 9 )Can you suggest two printed and non printed magazine/journal for vidyalaya library? ------10) Where CDs/ DVD s should also included in circulation (home lending) ? Yes/No 11) Are you satisfy with present / viable existing collection of library? Yes/No 12). Are you getting internet browsing facilities from school library? Yes/No 13) Do you get any e mail from school library regarding awareness of new arrival of the library? Yes/No 14) Are you getting e-resources for teaching learning programme from the library? Yes/No 15) Are you using e-resourcesfor teaching material ? Yes/No
16) Do you have habit of reading newspaper regularly? Yes/No/ sometimes 17) Are you getting sufficient subject related journals /magazines from your library ? Yes/No 18 )Name any two magazines you read regularly from the library. 1………………………………… 2………………………………… 19 ) In which format will you prefer to read newspaper ? a. Printed format b. e- format 20) Do you get the photocopy services in vidyalaya library? Yes/No
USER STUDY QUESTIONNAIRE 3 Periodical and Newspaper usage among the Class VIII students Name: ……………………………………….. I am a Boy / Girl 1. Which media do you prefer to get the news a. T.V. b). Internet c). News paper 2. Where do you read the newspaper? a). At home b). In the library 3. What time you prefer to read the newspaper every day? a). Morning before coming to school b) In the school c). after coming back from school d). Any time 4. Do you read newspaper daily? Yes/No 5. Which newspaper do you prefer to read …………………………………………. 6. Which section of newspaper does you like the most? a). Sport Section b). Current Affair c). Educational d). Entertainment 7. Do newspapers help you in academic work? a). Yes b). No 8. Name any two newspapers you know? a). b). 9. Do you think newspaper reading improves your… a). G.K. b). Vocabulary c. Reading efficiency 10. Apart from the existing sections in the newspaper would you like to suggest any section? Yes/No 11. Do you think newspaper clipping put up on notice board help you in any way? Yes/No 12. Do you regularly read magazines? Yes/No 13. Which type of magazine do you like to read? a). General b). Entertainment c). Educational
14. Please write the name of one G. K. and one educational magazine available in the library. a). b). 15. Do you subscribe to any magazine or buy regularly? Yes/No 16. Which is your favourite magazine? ……………………………………………………. 17. Do you like to have more magazines in your library? Yes/ No 18. If yes, suggest the name? …………………………………………………………….. 19. Have you ever consulted a magazine for your academic work? Yes/No 20. Have you contributed any picture, article, poems for any magazine? Yes/No
USER STUDY QUESTIONNAIRE 4 Use of Reference Resources in the Library Class IX-X
Name ______Class______Section ______I am a Boy/Girl
1. Do you use the library, on average: (please tick one) once a month once every two weeks once a week two or three times a week daily 2. Which library Services do you use? (please tick all that apply) books (lending) audio cassettes & music CDs video cassettes CD-Roms (lending) reference books/information (e.g. newspapers) Other ……….. 3. Apart from the library period how frequently you visit the library? Daily Alternate day Two three times in a week Never 4. Do you use reference sources in the library? Yes/No 5. The main purpose of using reference service in your library is Project/Assignment GK Self Improvement Pleasure Other……… 6. Which reference source do you use most frequently? Dictionary Encyclopedia Year book Atlas Any Other 7. Which dictionary do you prefer most? Oxford Dictionay Cambridge Dictionary Chambers Dictionary Others ______8. Do you use Subject Dictionary? Yes/No 9. Do you take assistance from your librarian for reference service in library? Yes/No 10. Which reference service is provided by your librarian the most? Online reference Digital Printed Any other______11. Are you aware of online websites as per your needs? Yes/No 12. Which is your preferred medium for information Online Soruces Printed Materials CD/DVD Soruces 13. Which is your favourite online reference source? WIkipedia Britannica Infoplease WorldBook Others ………….
14. Have you ever before asked your librarian to provide assistance via e-mail or other online tools? Yes/No 15. In newspaper which part you like most in reading? National International Sports Business Editorial Any other ……… 16. Which one of the following year book is most suitable according to you? Man aroma Year Book CSR year Book Penguin Year Book Any other______17. How many newspapers do you read in your library? 2 3 4 More than 4 Do not know 18. Do you contribute in the improvement in your library? Yes/No 19. How would you describe the collection of reference service in your library? Very Satisfactory Satisfactory Dissatisfactory Somewhat satisfactory 20. Are there any ways the library could improve your access to the Reference Services?
USER STUDY QUESTIONNAIRE 5 INTERNET USES HABITS OF THE STUDENTS OF CLASS XI-XII Name of the Respondent: ………………………………………………… I am a Boy/Girl 1. Which source use of collecting information in your library? a) Books b) Internet c) Reference Source d) Periodicals e) Any other ………………. 2. Do you have access computer in your library? Yes/No 3. Do you have Internet connection at the library? Yes/No 4. Do you have computer at home? Yes/No 5. Do you have access to Internet at Home? Yes/No 6. Your parents permit you to spend time on Internet Yes/No 7. Where do you surf Internet? a. At Home b. At Library c. Cyber Café d.Friends/Relatives 8. You use Internet a. Daily b. Once in two days c. One in a week d. twice a week e. occasionally f. Never 9. How many hours do you spent in a week to use Internet? a) 0-1 hour b) 2-4 hour c) 5-7 hour d) 8-10 hour e) 10-20 hour f) More then 20 hour 10. Which is the most compelling reason for using internet? a) Time saving b) Easy to use c) More information d) Less expensive e) More useful 11. Which problems do you feel during access to Internet? a) Time consuming b) Difficult to use c) More Information d) Misinformation e)No Access 12. Do you satisfied with Internet facilities available in your Library? a) Fully satisfied b) Partially satisfied c) Least satisfied d) Unsatisfied 13. Your preferred Browser is? a) Opera b) Internet Explore c) Mosaic d) Google Chrome e) Others......
Which search engine do you use mostly, please give your preference? ……………………………………………………………………………………………. 14. Why do you use the Internet? Check all that apply Emai New Informatio Music/Video Game Social Career Qui Others l s n for s s Networkin Plannin z (Specif Projects g g y 15. Which websites you visit regularly? ………………………………………………………….. 16. Do you have an E-mail Id? Yes/No 17. If yes which service provider? Gmail/Yahoo/Rediff/Sify/Others…………………… 18. If no, why? …………………………………………………………………………. 19. Name your school website address …………………………………………………… 20. Do you have an account in any of the social networking sites (Check all that apply) Facebook Google Plus Flickr Orkut Myspace Tumblr Twitter
FINDINGS OF THE SURVEY
INTERNET USE: HABITS OF THE STUDENTS OF CLASS XI AND XII
Let books be your dining table, And you shall be full of delights Let them be your mattress And you shall sleep restful nights — Quoted in Bar Hebraues' Ethicon St. EPHREM the Syrian (303-373)
Some books are to be tasted, others to be swallowed, and some few to be chewed and digested. — "Of Studies". Essays II Francis BACON (1561-1626)
PERIODICAL & NEWS PAPER USAGE AMONG THE CLASS VIII STUDENTS:
A USER STUDY I OBJECTIVE OF THE STUDY:- The main objectives of the study are to: 1. To know the Periodical & Newspaper Usage among the students of class VIII. 2. To know which part of the news paper the student like most. 3. To know when the Student prefer to read News Paper & periodicals. 4. To know for which purpose students read Newspaper & periodicals. 5. To know which type of newspaper & magazine are being used by students. II SCOPE OF THE STUDY:- The study is limited to All Students of Class 8thof KendriyaVidyalaya Mysore. III. METHODOLOGY USED:- The questionnaire method has been adopted to collect data for the present study. Accordingly the questionnaire was distributed among 30 Students of class 8th (from all sections A, B, C & D). All students have responded well. IV 1ANALYSIS OF DATA:- 1. Media preferred by students for News :- S Me No. P . No dia Respondents ercenta ge 1 T V 6 2 0 2 Inte 7 2 rnet 3 3 Ne 17 5 wspaper 7 Tot 30 1 al 00
It can be inferred from the above table that 17 (57%) respondents prefer Newspaper for News, followed by 7(23%) respondents use Internet further followed by 6(20%) respondent who watch News on TV. 2. Place of Reading News Paper. Maximum respondents i.e. 25 (83%) of total population under study read Newspaper at Home. Whereas 5 (17%) respondents make use of Library for newspaper. 3. Time They prefer to read News paper:- S Time No of Percenta . N. respondents ge (%) 1 Before Coming School 6 20 2 In the school 10 33 3 After Coming back from 5 17 school 4 Any Time 9 30 Total 30 100
33% 35% 30% 30% 25% 20% 20% 17% Before Coming School 15% In the school 10% 5% After Coming back from school 0% Any Time Before In the school After Coming Any Time Coming back from School school
4. Whether they read News Paper Daily :- Maximum No. of respondents i.e. 27(90%) read newspaper daily While. 03(10%) user was not regular in reading the newspapers. 5. The Newspaper they prefer to read
SName of News No of Percentage . No paper respondents The 1 The Hindu 21 70 10% Hindu 2 Deccan 06 20 20% Herald 70% Deccan 3 The Times 03 10 Herald of India Total 30 100
6. Section /Part of Newspaper students Like the most:-
Entertainment , 23%
Sports, 30% Sports
Educational , Currents Affairs 37% Educational Entertainment Currents Affairs , 10%
7. Whether Newspaper Help in Academic Work :- Table7 indicated that 29(97%) respondents feel that newspapers help in their academic work. Whereas only 01(03%) respondent stated that it does not help in any academic work. 8. Name of Newspaper they know very well :- S Name of News No of Percentag . No paper respondents e (%) 1 The Hindu 15 50 2 Deccan Herald 06 20
3 The Times of 06 20 India 4 Star of Mysore 03 10 Total 30 100
10% The Hindu 20% Deccan Herald 50% The Times of India Star of Mysore 20%
9. Opinion about role of Newspaper:- S Area of Interest No of Percentag . No respondents e (%) 1 GK 18 60 2 Vocabulary 04 13 3 Reading 08 27 Efficiency Total 30 100 10. Requisition for any other Section in Newspapers:- It can be inferred from the above table that 16(54%) respondents feel that some other sections should be added in newspapers. 13(43%) respondents felt that there is no need for any other sections in newspaper. Whereas 01(03%) respondent left the question unanswered. 11. Whether Newspaper Clipping displayed on notice board helped them:- The above table clearly indicates that Maximum respondents i.e. 27 (90%) of total population under study said that newspaper clipping displayed on notice board was very useful for them. Whereas 03 (10%) felt it was not of any help. 12. Whether Magazine is used Regularly:- The above table shows that, 20(67%) respondents stated that they use magazine regularly. 10(33%) respondents opined that they did not use magazine regularly. 13. Type of Magazine they preferred to read:- S Type No of Percentage . No of Magazine respondents (%) 1 Gener 03 10 al 2 Entert 12 40 ainment 3 Educa 15 50 tional Total 30 100
14. General Knowledge magazine available in the library:-
S Name of G K No of Percenta . No Magazine respondents ge (%) 1 G K today 18 60 2 CSR 02 7 3 Gokulam 4 13 4 Wisdom 6 20 Total 30 100
20% G K today CSR 13% Gokulam 60% 7% Wisdom
Educational magazine available in the library:- S Name of Educational No of Percentag . No Magazine respondents e (%) 15. W 1 Readers Digest 03 10 hethe 2 Tell me why 16 54 r 3 Tinkle 07 23 Mag 4 Champak 04 13 azine Total 30 100 is Subs cribed by Student:- Data given in above table reveals that a majority of targeted students i.e. 17(57%) stated that they subscribe magazine personally. 13(43%) respondents said they did not subscribe to any magazine. 16. Favorite Magazine :- S Name of No of Percentage . No Magazine respondents (%) 1 Tinkle 15 50 2 Tell me why 7 24 3 Magic pot 4 14 4 Champak 2 6 5 Sports Star 2 6 Total 30 100
50%
40% Tinkle 30% Tell me why 50% 20% Magic pot 24% Champak 10% 14% 6% 6% Sports Star 0% Tinkle Tell me Magic pot Champak Sports why Star
17. Need of More Magazine in Library 28(93%) of respondents opinioned that some more magazine should be subscribed in the library. 2(7%) said there is no need of any more magazine in the library. 18. Name of the magazine they need in the Library other than they have:- S Name of No of Percentage . No Magazine respondents (%) 1 Science 2 7 Reporter 2 VigyanPrag 3 10 ati 3 Tell me why 14 47 4 Champak 4 13 5 Comics 7 23 Total 30 100
7% 23% 10%
Science Reporter 13% VigyanPragati Tell me why 47% Champak Comics
19. Consultation of Magazine for academic works:- 20(67%) respondents stated that they consult magazine for academic works. While 10(33%) respondents said that they did not consult magazine for academic works. 20. Whether Contribution of Students in any Magazines:- 23(77%) students contributed articles, Picture & stories in magazines. While 07(23%) respondents said that they did not contribute any material in magazine.
V. SUGGESTIONS Based on the findings of the study the following suggestions are recommended forMaximum use of newspaper & Magazine:- The Hindu Newspaper should be subscribed in every library. Some other section should be added in newspaper. More Magazines should be subscribed for the library. VI. CONCLUSION Unquestionably the use of newspapers & Magazines is most important. The use of newspapers & Magazines is increasing day by day. The use of newspapers & Magazines is enabled the students to enhance their academic excellence by providing the latest information. The study confirms that maximum number of users using newspapers & Magazines for academic works.
USER SURVEY OF USE OF SCHOOL LIBRARY BY TGTS AND PGTS The survey was conducted among the TGTs and PGTs at K.V.Mysore on 07/09/12. A Questionnaire containing 20 objective questions were distributed to 27 Teachers and all of them responded. The analysis was as follows:- 1. HOW OFTEN TEACHERS ARE 2.Main purpose behind visit of the library VISITING SCHOOL LIBRARY MONT DAILY 37% HLY 0% 20 16 15% 15 10 8 WEEKL 5 3 Y 0 48% TO ACCESS BOOKS TO ACCESS PERIODICALS TO ACCESS E- RESOURCES
3. INCREASED TIME UTILIZATION BY 4. USE OF PRINT AND E-FORMAT LIBRARY VISIT PRINT FORMAT E-FORMAT TIME TO VISIT LIBRARY 7%
NO 48% YES 52% 93 %
48 % teachers found spending time in 93 % Teachers prefers more Print format than E- library as per increased time under RTE. Format
5. Awareness about Type of e- 6. Is book exhibition being organized in your
resources available in the library library
YES NO 15 10 5 0 22% online offline CD's All AND DVD's 78%
7.Accessing internet services for 8. Helping students in inculcating Reading Habit subject related query Chart Title YES NO YES
44 56 % % 100%
9. Weather CDs/ DVDs should also 10. Are you satisfy with present / viable existing include in circulation (home lending) collection of library? ?
25 20 15 21 10 5 6 0 NO YES NO YES 41 Series1 59
% 11.Internet browsing facilities from% 12). Do you get any e mail from school library
school library regarding awareness of new arrival of the library ?
20 20 15 15 10 17 10 17 5 10 10 5 0 YES NO 0 YES NO
13. Are you getting e-resources for 14. Use of e-resources for teaching material teaching learning programme from the library ? NO 14 19%
13.5 14 13 YES 13 81% 12.5 YES NO
15Habit of reading newspaper 16. Are you getting sufficient subject related journals /magazines from your library?
YES NO
33%
67%
17. In which format will you prefer to read newspaper ?
E- FORM AT 15%
PRINT ED 85%
FINDINGS OF THE SURVEY 37% of the teachers visiting the Library Daily while 48% visiting weekly Most of the teachers are visiting the Library to access books 48% of teachers found time to visit library from the increased time under RTE Majority of respondents use print format than e-format 44% of the teachers are accessing internet services for subject related query 100% of the teachers are Helping students in inculcating Reading Habit Majority of the teachers feels CDs/ DVDs should also include in circulation (home lending) Majority of the teachers are satisfied with present / viable existing collection of library
63 % of the teachers getting browsing facility from the library 52 % of the teachers getting getting e-resources for teaching learning programme from the library Majority of the teachers are using of e-resources for teaching material 67% getting sufficient subject related journals /magazines from your library 85% % of the teachers prefer to read newspaper in print format
FINDINGS OF USER STUDY: Use of Reference Resources in the Library by Class IX-X
7 . W hi c h
Di ct ionary you prefer most?
17 How many newspapers you read in your library?
Findings
73% students use library in their library period only for usual circulation of books i.e. Issue and return.
On an average 22 % students out of 30 use reference sources in their library. Almost 43 % use it for their self-improvement and 17% for projects, assignments, general knowledge and recreation each.
From various reference sources the most frequently used reference source is Encyclopedia i.e. 57 % students go for encyclopedia as a reference source.
90 % of the students prefer using Oxford dictionary as a reliable source. Very few students are habitual in subject dictionaries.
73 % ask for reference service from their librarian and the librarian provides almost 83 % reference service in printed form.
70 % of the students are aware about websites and prefer Wikipedia as their favorite online reference source, while few go for Britannica, infoplease etc.
In spite of the above fact they are not aware of e mail alerts or other online facilities from their librarian.
60 % students go for sports news, 17 % for editorial pages and 13 % for National and International news.
43% of the students read 2 newspapers daily.
70 % students are the active contributors in their library.
Finally in the end 37 % of the students find the collection of reference service in their library satisfactory and 40 % found it somewhat satisfactory.
INFERENCE: From the study we came to the conclusion that the collection of the reference sources is quite satisfactory.
The students prefer printed material more as they are not getting digital form of resources inspite of their awareness.
Even after the availability of various forms of reference sources still they prefer old concept of printed Encyclopedia.
They are using general dictionaries even when they are having subject dictionaries in their library.
As they are aware of online resources therefore they frequently prefer Wikipedia.
So, access to more digital resources should be provided to them and internet browsing facilities should be provided in their library, to fulfill the need of New Library Policy (5 computers with internet facility.)
EFFECTIVENESS OF CLASS LIBRARIES (IV-V) AT KV MYSORE As a part of User Study assignment, we have conducted a study of 30 students of KV, Mysore to know the Effectiveness of Class Libraries in class IV and V. The following data was collected in the study. From a total of 30 students the Girl Boy ratio of the respondents was as follows:
Number of pupils gender- Do you have0 Class Library 0 0wise Boys Yes 13 13 30 17 Girls No. 17 30 00
Who conducts class 0 No. of Students library Story Books 13 0 0 Class 2 13 Teacher 15 10 G K Books 5 15 15 Other 5 Teachers 15 Picture Books 10 Ref. books 2
Books in which language Story telling activity in class library students like to read 4 0 0 Yes 26 7 Hindi 7 No 04 23 English 23 26
Type of Book students like to 0 Magazine which Children like to read read most Champak 2 4 2 story books Magic Pot 24 5 25 picture books Chandamama 25 5 4 Gokulam nil 24
Are Books given for home reading? Do you maintain Library notebooks?
0 0 Yes 30 30 Yes No. 30 No 00
Other activities done in Class Favourite Story books? Library Drawings 9 Panchatantra 1 2 Quiz 3 Cinderella 9 Scrap Book Fairy Tales 15 15 3 Book Marks 01 Akbar Birbal Story telling 02 Ugly Duckling Tom & Jerry
12. Favorite story book character, the following were the most common Krishna Barbie Tom & Jerry Mulla Nasiruddin Kachhua Princess Animals Tiger Akbar Birbal Use of Newspapers Usage of Dictionary 0 0 4 0 Yes 12 Yes 26 12 No 04 18 No 18 26
Does the students handle library Visit to the Main Library books with care? 7 Yes
Yes 30 23 No No
Liking for the Class Library Most read Literature type 300 Comics 10 Yes 4 1 10 Magazines 7 No Picture Book 8 8 GK 1 7 Story Book 4
Suggestions More comics to read Adding more books to class library Take books for home reading Include G K books Include Science related books
Visit to main Library for reading
Inferences Drawn: From the User Study conducted the following facts were found: 1. Every section of the primary class had an operative Class Library.
2. Either the Class teacher or other teachers were allotted class library periods.
3. Class Libraries majorly have Story Books & Picture Books in their collection. Other types of collection are few in number.
4. Most of the students liked reading English language books.
5. Story telling activity was conducted in both the classes.
6. Magic Pot is the most read children‘s magazine among students under study.
7. All the students under study denied that the books were given for home use.
8. Library notebooks are maintained by all students under study.
9. Other activities also take place during class library periods like Scrap book making, Drawing, Storytelling, Quiz and book mark making.
10. Not all students read newspapers but majority of them used dictionary.
11. Only a few students had visited the Main Library, Majority of them did not know where the main library was situated. Nor any students knew who the Librarian was.
12. All the students liked their Class Library.
13. The most read literature in the class library was Comics followed by Magazines, Picture Books, Story Books and GK books
14. When the students were asked to give their suggestions to make their Class Libraries more effective, majority of them suggested include books of their choice in the class libraries.
Suggestions & Recommendations: From the User study conducted to know the effectiveness of Class Libraries in IV- V, and the information gathered, the following suggestion are made to be incorporated in Class Libraries of KV Mysore. 1. Primary Class students from cl. I to V should be made to visit the Main Library and know their Librarian.
2. Primary Class Library In charges should encourage Newspaper reading habit among students.
3. Students must be taught the use of dictionaries.
4. As per the students‘ suggestions, more GK books, Science related books and Comics should be added to the class libraries.
5. At the beginning of every session, Class Library In charges should make the students aware of the Library rules.
GROUP PROJECTS
BASIC LIBRARY CURRICULUM (INFORMATION LITERACY CURRICULUM) GROUP I S.R RANGANATHAN
What is Information Literacy? The National Forum on Information Literacy defines information literacy as ―...the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand. School libraries are places from where a student develops the basic information literacy skills (IL)i.e, Knowing what type of information he/she needs Finding the required information from different sources organized in varied formats within the shortest time period. Evaluating the accuracy and authenticity of the information Applying or presenting the information according to the academic requirements. Designing such a Curriculum which keeps in mind the above mentioned factors, is the need for every School Library including KV Libraries. The basic Information literacy curriculum is aimed at developing the skills of students to: recognize their information needs: This can be done by knowing their Interests; Aptitude etc. locate and evaluate the quality of information: This can be done by way of making Exhaustive list of Resources on every subject. store and retrieve information: Storage of Information can be Manual by way of Projects, assignments etc. and Electronic in form of Digital Storage media. make effective and ethical use of information: Guidance by the Librarian and the IT specialist in browsing the needed information. apply information to create and communicate knowledge: Students can apply the information gathered by way of their Class Work (C.W.) and Home Work (H.W.) and Subjective project works. Learning skills which may contribute to make this ‗philosophy‘ alive are included in the following list: self-directed learning skills cooperating skills planning skills locating and gathering skills selecting and appraising skills organising and recording skills communicating and realising skills evaluating The Librarians shall teach the students these skills in a systematic way
Class Wise Basic Library Curriculum: Class VI: Class VI students are raw in terms of their library usage skills. So the following curriculum can be useful:
To know what information they need, or what they are interested in reading:
Library Orientation regarding the books the library possesses and sections that the library has must be given. Location and Evaluation of Information:
Location of information becomes easier when they know about the subject wise sections in the library. For Evaluation of literature, they should be guided with standard publications. While on the Internet and exhaustive list of sites which suits their information need must be given to them, unauthentic sites must be locked. Storage and Retrieval of Information:
For this purpose, the students should be made to maintain library notebooks. Storage & Retrieval becomes easy in this way. Make effective and ethical use of information: Students must be taught how to utilize the information that they have collected for various purposes like Class Work, Home Work, Project Works, Morning Assembly, various CCA programmes. apply information to create and communicate knowledge:
The Information gathered in this way should be utilized by them in productive ways which not only enriches them but also enable them to perform well in their academics.
Class VII To know what information they need, or what they are interested in reading:
Students of this class already know the Library. They should be encouraged to express their Interest in a particular section/subject. Location and Evaluation of Information:
As they are aware of library sections, they must be guided to choose the right literature. Storage and Retrieval of Information:
For this purpose, the students should be made to maintain library notebooks. Storage & Retrieval becomes easy in this way. Make effective and ethical use of information:
Students must be taught how to utilize the information that they have collected for various purposes like Class Work, Home Work, Project Works, Morning Assembly, various CCA programmes.While on the Internet and exhaustive list of sites which suits their information need must be given to them, unauthentic sites must be locked.
apply information to create and communicate knowledge:
The Information gathered in this way should be utilized by them in productive ways which not only enriches them but also enable them to perform good in their academics. Class VIII To know what information they need, or what they are interested in reading:
Students of this class already know the Library and its resources. We also are aware of their Interest. Thus it becomes easy for us to provide what they require. Location and Evaluation of Information:
As they are aware of library sections, they must be guided to choose the right literature and taught to use it in a qualitative way. Storage and Retrieval of Information:
For this purpose, the students should be made to maintain library notebooks. Storage & Retrieval becomes easy in this way. Make effective and ethical use of information: Students must be taught how to utilize the information that they have collected for various purposes like Class Work, Home Work, Project Works, Morning Assembly, various CCA programmes.While on the Internet and exhaustive list of sites which suits their information need must be given to them, unauthentic sites must be locked. apply information to create and communicate knowledge:
The Information gathered in this way should be utilized by them in productive ways which not only enriches them but also enable them to perform well in their academics.
Class IX To know what information they need, or what they are interested in reading:
Students of this class already know the Library and its resources. We also are aware of their Interest. Thus it becomes easy for us to provide what they require. Location and Evaluation of Information:
As they are aware of library sections, they must be guided to choose the right literature and taught to use it in a qualitative way. Storage and Retrieval of Information:
For this purpose, the students must be given projects and assignments based on the resources of the Library. Make effective and ethical use of information:
Students must be taught how to utilize the information that they have collected for various purposes like Class Work, Home Work, Project Works, Morning Assembly, various CCA programmes. . While on the Internet and exhaustive list of sites which suits their information need must be given to them, unauthentic sites must be locked. apply information to create and communicate knowledge:
The Information gathered in this way should be utilized by them in productive ways which not only enriches them but also enable them to perform well in their academics. Class X To know what information they need, or what they are interested in reading:
Students of this class already know the Library and its resources. We also are aware of their Interest. Thus it becomes easy for us to provide what they require. Location and Evaluation of Information:
As they are aware of library sections, they must be guided to choose the right literature and taught to use it in a qualitative way. Storage and Retrieval of Information:
For this purpose, the students must be given projects and assignments based on the resources of the Library. Make effective and ethical use of information:
Students must be taught how to utilize the information that they have collected for various purposes like Class Work, Home Work, Project Works, Morning Assembly, various CCA programmes. . While on the Internet and exhaustive list of sites which suits their information need must be given to them, unauthentic sites must be locked.
apply information to create and communicate knowledge:
The Information gathered in this way should be utilized by them in productive ways which not only enriches them but also enable them to perform well in their academics.
A library book...is not, then, an article of mere consumption but fairly of capital, and often in the case of professional men, setting out in life, is their only capital. — Thomas JEFFERSON (1743-1826)
SELECTED LIST WEB RESOURCES GROUP II – MELWIL DEWEY
S.No Subject Name of website Content .
1 Reference www.sldirectory.com/libst/resf/selection-html Directory 2 www.econlib.org/library/cee.html Encyclopedia of economics 3 http://www.allrefer.com/ General reference on all subjects 4 http://reference.allrefer.com/ General reference on all subjects 5 http://ejw.i8.com/dictweb/html#quo Reference on all subjects 6 http://www.english-the-easy-way.com English grammar 7 www.ejw.i8.com/engweb.htm English grammar 8 www.britannica.com Encyclopedia 9 http://nptel.iitm.ac.in/ E-learning through online Web and Video courses in Engineering, Science and humanities streams 10 www.doaj.org Online journals 11 www.digital.library.upenn.edu/books/ Library books 12 http://jc-schools.net/tutorials/interact- Reference material on various subjects read.htm 13 www.chip.in.com Chip magazine 14 www.competition.com Competitive 15 www.thinkdigit.com Digit, computer 16 www.biography.com Biographies 17 http://oxforddictionaries.com/ Oxford dictionary 18 http://highwire.stanford.edu/lists/freeart.dtl Free online articles 19 http://dictionary.reference.com/ Dictionary 20 http://www.refdesk.com/index.html Reference Desk 21 http://thesaurus.com/ Thesaurus
22 http://www.infoplease.com/ These sites have almanacs, encyclopedias, atlases, and dictionaries and are a good place to begin when you do not know a lot about your topic. 23 http://www.factmonster.com/ Fact Monster has an almanac, atlas, encyclopedia and dictionary. The reading is not as hard here as at InfoPlease. 24 http://www.kidsclick.org/ Directories of Web Sites 25 http://www.ipl.org/div/kidspace/ The Internet Public Library KidSpace 26 http://googlescholar/ Google 27 http://googletransliterate/ Google 1 Educationa http://www.ignou.ac.in/ Ignou 2 l portals http://ncert.nic.in/ NCERT website 3 http://www.thinkquest.org/en/ Think quest school projects 4 http://netvet.wustl.edu/ssi.htm has a vast amount of resources and various links to the study of the animal kingdom 5 http://www.shelfari.com/ A networking site for book lovers. 6 http://www.librarything.com/ Networking site for book lover‘s access 695 libraries all over world. 7 http://www.careerafter12th.com/ Career related information on Institutes, Career choices, scholarships etc. 8 http://www.cbsemath.com/ Specialized for CBSE Mathematics but offers question papers in other subjects too. 9 http://www.cbse.nic.in/student.htm Examination related information on CBSE Official Site 10 http://www.ipl.org/ Internet Public Library 1 chemistry http://chemistry.about.com/od/demonstration experiments in chemistry sexperiments/Demonstrations_Experiments. htm 2 www.abc-chemistry.org Related reference material
3 http://www.chem1.com/acad/webtext/virtualt Chemistry Reference text book extbook.html http://www.thecatalyst.org/ This site contains resources for both chemistry teachers and students. http://www.chemexper.be/ This is a site where one can search for basic physical data and suppliers of chemicals by registry number, etc. Physics http://physics-help.info/physicsguide/ http://www.aps.org The APS publishes the world's most prestigious and widely-read physics research journals, indexed online in PROLA, conducts meetings, and develops and implements programs in physics education and outreach http://www.aip.org The home page of the AIP offers links to digital resources online, information about publications, conference proceedings, subscriptions, memberships, information for authors http://www.nist.gov/srd/physics.htm NIST Physics Program produces the most comprehensive set of reliable physical reference data available anywhere http://www.av8n.com/physics/books.htm Physics E-books Biology http://www.biology-online.org/ Biology Online http://cellsalive.com/ Cell http://www.website- Ebooks unavailable.com/main?wc=EWJvGw5mBh9 AGxFwGAkLEA%3D%3D&url=www.darwin- online.org.uk&ref=http%3A%2F%2Flibrarykv pattom.wordpress.com%2F&w=1066&h=612 &ifc=0
http://www.waybuilder.net/free- General Bio ed/Science/Biology?GenBio/GenBio02_TBK .asp History http://www.1911encyclopedia.org/Main_Pag History Encyclopedia e http://www.gandhiserve.com/ Gandhi http://www.historyguide.org/ History http://www.indhistory.com/ Indian History Geography http://www.altapedia.com/ Atlas http://lcweb2.loc.gov/frd/cs/cshome.html Local Govt http://lifestream.aol.com/ Country‘s Studies http://goidirectory.nic.in/index.php Govt. of India Directory 1 commerce http://www.futureaccountant.com/ Accounts 2 http://www.principlesofaccounting.com/ Accounts 3 http://www.incometaxindia.gov.in/ Income tax india MATHEMATICS 1. http://www.amathsdictionaryforkids.com/ A maths dictionary for kids is an animated interactive online math dictionary for students 2. http://www.math.uakron.edu/~dpstory/e-calculus.html Home page of E-Calculus 3. http://eqworld.ipmnet.ru/en/solutions/ode.htm Mathematical Equations 4. http://mathforum.org/dr.math/ Math Forum 5. http://www.kvntpcbadarpur.com/?f Math Olympiad Resources 6. http://www.math.hmc.edu/calculus/tutorials/ Math Tutorials 7. http://mathworld.wolfram.com/ Math World 8. http://www.clarku.edu/~djoyce/trig/ Trigonometry 9. http://www.lessoncorner.com/worksheets Mathematics lesson 10. http://eqworld.ipmnet.ru/en/solutions/ode.htm Solutions on maths 11. http://math.hws.edu/javanotes/ the Sixth Edition of Introduction to Programming Using
Java, a free, on-line textbook 12. http://www.webmath.org/ Web Maths 13. http://mathstechno.com/ 14. http://edumaths.com ONLINE LIBRARY 15. http://onlinebooks.library.upenh.edu/list.htm/
16. http://www.questia.com/publicdomainindex/ 17. http://www.publicliterature.org/ 18. http://classicbook.info/ 19. http://www.fiction.us/ 20. http://www.fullbooks.com/ 21. http://www.classicreader.com/ 22. http://www.readprint.com 23. http://www.classicbookshelf.com 24. http://www.dailylit.com/ 25. http://www.readbookonline.net Computer 26. http://freecomputerbooks.com/ Free Computer books 27. http://freetechbooks.com/ free online computer science, engineering and programming books, textbooks and lecture notes 28. http://math.hws.edu/javanotes/ the Sixth Edition of Introduction to Programming Using Java, a free, on-line textbook 29. http://www.aonaware.com/OOP1.htm Object oriented programming Tutorial 30. http://www.macs.hw.ac.uk/~rjp/Coursewww/ Online C and C++ courses ART 31. http://familyinternet.about.com/ This website has tons of information about family safe computing 32. http://www.w3schools.com/html/default.asp This is a primer for producing documents in HTML
33. http://davesite.com/webstation/html/ Through the use of text input forms, this very clever interactive tutorial allows you to test your new found
HTML skills 34. http://www.budgies.org/ Find budgie related information and resources such as arts & crafts, pictures & profiles, stories and dedications, and other information. 35. http://www.asianart.com/ An online journal devoted to the arts of Asia. 36. http://www.artcyclopedia.com/ Encyclopedia on Art 37. http://www.bl.uk/onlinegallery/features/magicpencil/highlights a display of more than 300 paintings and drawings for .html children Hindi http://www.myhinditeacher.com/ Learn Hindi ECONOMICS 38. http://www.helsinki.fi/WebEc/framed.html 39. http://rfe.org/ 40. http://business.baylor.edu/Steve_Gardner/resorc.htm 41. http://econ.georgetown.edu/resources/ 42. http://www.loc.gov/teachers/additionalresources/related resources/gov/economics.html NCERT JOURNALS 43. http://www.ncert.nic.in/publication/journals/pdf_files/jie/ji Indian Education e_aug_2009.pdf 44. http://www.ncert.nic.in/publication/journals/pdf_files/sch Science Journal ool_science/Sept-Dec%202009.pdf 45. http://www.ncert.nic.in/publication/journals/pdf_files/adh AadhunikShiksha unik_shiksha/july_2010.pdf 46. http://www.ncert.nic.in/publication/journals/pdf_files/jie/ji Indian Education 2010 e_may_2010.pdf CAREER GUIDANCE 47. http://jee.iitm.ac.in/ IIT JEE 48. http://www.winentrance.com/medical_entrance_exam/a AFMC fmc/ 49. http://upsc.gov.in/ UPSC
QUOTATIONS 50. http://www.quoteland.com/ Quotations 51. http://www.quotesandsayings.com/quotes/find/ Quotations SANSKRIT 52. http://sanskritdocuments.org/ Sanskrit material 53. http://acharya.iitm.ac.in/sanskrit/tutor.html Sanskrit tutor 54. http://learnsanskrit.org/resources Learn Sankrit 55. http://samskrutam.com/samskrit/resources/websites.asp Sanskrit website x
A house without books is like a room without windows. No man has a right to bring up children without surrounding them with books.... Children learn to read being in the presence of books.
— Heinrich MANN (1871-1950)
CLASS WISE LIST OF GENERAL BOOKS CLASS-I S.No. Title Author Publisher 1 Alphabet Books(in 8 Indian Languages) Jagdish Joshi AWIC 2 Balloons for Me Navin Menon VikyArya 3 Pratibha Nath Jagdish Joshi CBT 4 Mother is Mother (Book Therapy) Shankar CBT 5 My Garden Sigrun Srivastava CBT 6 My Fish and I Kalyani Rajan CBT 7 My Wall Minnie Swami CBT 8 Time to Rhyme Alaka Shankar CBT 9 The Woman and the Crow Shankar CBT 10 Counting Clouds Santhini Govindan CBT 11 The Weather and I Devika Rangachari CBT 12 Chitku Surekha Panandiker CBT 13 Sonali‘s Friend Alaka Shankar CBT 14 Animal Fair Sharmila Kantha CBT 15 Mahagiri (Book Therapy) Hemlata CBT 16 So Can I Nilima Sinha CBT 17 The Singing Donkey Shankar CBT 18 Kachru Rabbit Vinita Krishna CBT 19 A Present for Papa Sharmila Kantha CBT 20 Wedding Clothes Asha Nehemiah CBT 21 Ten Shefalee Jain Tulika 22 Pranav‘s Picture Nandini Nayar Tulika What Shall I Make? (US BBY Outstanding Nandini Nayar Tulika 23 International Book) 24 Th—Th—Bouncing Ball Jacob S Muttada Tulika 25 The Why Why Girl Mahasweta Devi Tulika 26 I‘m So Sleepy Radhika Chadha Tulika 27 Brahma‘s Butterfly Meena Ragunathan Tulika Same and Different Manjula Tulika 28 Padmanabham 29 Malini‘s Silver Anklets Annie Besant Tulika Musical Donkey Niveditha Tulika 30 Subramaniam 31 A Silly Story of Bondapalli Shamin Padamsee Tulika 32 The Seed (Bilingual) Deepa Balsavar Tulika 33 Dosa SandhyaRao Tulika 34 Malli Jeeva Raghunath Tulika 35 The Rooster and the Sun Meren Imchen Tulika 36 Avneet Aunty‘s Mobile Phone Kavita Singh Kale Tulika 37 Norbu‘s New Shoes Chewang Dorje Bhutia Tulika
38 That‘s How I See Things (IBBY Honour List) Sirish Rao Tulika The Lion and the Fox Panchatantra Deepa Balsawar Tulika 39 (Bilingual) 40 The Talkative Tortoise Jeeva Raghunath Tulika 41 Mr. Jeejee bhai and the Birds Anita Balachandran Young Zubaan 42 Minu and Pussy Girija Rani Asthana Ratna Sagar 43 Lalu Peelu Vinita Krishna Ratna Sagar 44 Hira Manorama Jafa Ratna Sagar 45 Tree Growers Manorama Jafa Ratna Sagar
CLASS-II
S.No. Title Author Publisher 1 Moon, Ramu and I Geeta Dharmarajan Katha 2 Bioscope (IBBY Honour List) Mamta Naini Katha 3 Days with Thathu Geeta Dharmarajan Katha 4 Mai and her Friends Durga Bai Katha The Fat Caterpillar series (Nature Stories) Nita Berry Frank Educational 5 Aids 6 Tiger Call (IBBY Honour) Manorama Jafa Khaas Kitaab 7 The Ladybird and the Butterfly Manorama Jafa Khaas Kitaab 8 Madam Billo Manorama Jafa Khaas Kitaab 9 The Cookie Wookie Story Vinita Krishna Khaas Kitaab 10 The Butterfly that Sat on a Rainbow Vinita Krishna Khaas Kitaab 11 Alu, Malu,Kalu Vinita Krishna Pratham Lenny and Tweek –Wanted: A Friend(Book Klaus Baumgart Pratham 12 Therapy) 13 Too Many Bananas Noni Pratham 14 TopsyTurvey Noni Pratham The Butterfly and the Spider Indira Bagchi Sasta Sahitya 15 Mandal 16 Panna Ira Saxena Radical Books 17 Gabbu‘s Trunk Ira Saxena Radical Books 18 A Happy Sunday Debasish Deb NBT 19 A Story about Water Ravi Paranjape NBT 20 Bubu – Bulbuli‘s Garden Santanoo Tamuli NBT 21 We Indians Mehroo J Wadia NBT 22 The Coming of Wheels Anup Ray NBT 23 Tails Hydrose Aaluwa NBT 24 The Flower and the Bee Ashok Davar NBT 25 A House of Bamboo Neera Jain NBT 26 A Tale of Two Dogs Dipak Praharaj NBT I Like the World Jayanthi NBT 27 Manokaran
28 Lalu and the Red Kite Ashish Sengupta NBT 29 How Munia Found Gold Jagdish Joshi NBT 30 One Day Jagdish Joshi NBT
CLASS-III
S.No. Title Author Publisher 1 Ritu‘s Letter gets Longer Mala Kumar CBT 2 The Story of Louis Braille (Book Therapy) Manimala Das CBT A Story of Bacterial Invasion Reeta Subramaniam CBT 3 Mani 4 The Raja‘s Moustache Asha Nehemiah CBT 5 The Runaway Wheel Asha Nehemiah CBT 6 Grandma‘s Sari Asha Nehemiah CBT Four Forest Friends and other Panchatantra Suvir Kaul Scholastic India 7 Tales (Book Therapy) 8 Neha‘s Alarm Clock Girija Rani Asthana Scholastic India 9 Little Old Woman Margaret Bhatty NBT 10 Alamchu‘s Appetite Jaya Paramsivam NBT 11 Neha, My Sister Madhu B. Joshi NBT 12 A Bond of Love Pushpa Saxena NBT Matsya Santha Rameshwar NBT 13 Rao 14 Tyltyl‘s Adventure Swapna Dutta NBT
CLASS-IV S.No. Title Author Publisher 1 Some Street Games of India Mulk Raj Anand NBT 2 Our Useful Plants K S Sekharan NBT 3 Once in a Village H C Madan NBT 4 Sunflower and Butterflies Jeyanthi Manaokaran NBT 5 The Mango Tree Deepa Agarwal NBT 6 Guess Who? Geeta Dharmarajan Katha 7 The Elephant in the Tree Mallika Nagarajan Katha 8 Samira‘s Awful Lunch Bharti Jagannathan Pratham 9 Room in Your Heart Kunzang Tshering Penguin Puffin 10 Panna Kamla Das Penguin Puffin 11 A Clear Blue Sky (Book Therapy) Different authors Penguin Puffin 12 Living Next Door to Alise Anita Nair Penguin Puffin 13 The Cherry Tree Ruskin Bond Frank Bros.
CLASS-V
S.No. Title Author Publisher 1 Bulliand the Tiger Shalini Ray Pratham 2 Narmada (Non fiction) Vidya Shah Pratham 3 Forever Friends Feisal Alkazi Pratham 4 Jungle Brew Tanya Luther King Pratham Asian Splendour (Folktales From Asia Hema Pande Pratham 5 – Book Therapy) 6 The Fried Frog (Poetry) Sampurna Chatterji Scholastic 7 Gandhi (Non fiction - Book Therapy) Lushin Dubey Scholastic 8 At least a Fish Anushka Ravishankar Scholastic 9 Write Right (Non fiction) Deepa Agarwal Scholastic The Comic Capers of Sheikh Chilli Anupa Lal Scholastic 10 11 A Boy and His Dream Vinita Krishna Scholastic 12 Birds From My Window(Non fiction) Ranjeet Lall Scholastic Monuments of India (Non fiction) Mrinalini Scholastic 13 Venkateswaran Treasury of Indian Folklore (Book Different authors Frank Educational 14 Therapy) Aids In Deep Space and Other Stories Jaya Paramasivan Frank Educational 15 (Science Aids Birbal the Gem Vatsala Kaul Frank Educational 16 Aids Walk the Grasslands With Takuri Nima Manjrekar, Katha 17 (Nonfiction) NanditaHazarika Lighthouse in the Storm (Book Jagdish Joshi 18 Therapy) 19 Dinosaurs in My Garden Different authors Ratna Sagar The Enchanted Saarang(Folktales from Asha Hanley Tulika Kashmir – Book Therapy) 20 21 Stitching Stories (Non- fiction) Nina Sabnani Tulika 22 Justa Train Ride Away Mini Shrinivasan Tulika 23 One World Different authors Tulika 24 The Road to Peace AWIC authors Radical Books 25 (Book Therapy) 26 Our Leader Series (Book Therapy) Different authors CBT 27 The Banyan Tree Different authors CBT 28 Schooldays Different authors CBT 29 The Guardian of Gunrock Different authors CBT 30 The Tooth Fairy and Other Stories Different authors CBT 31 15 Sport Stories Different authors CBT
32 Folk Tales Retold (Book Therapy) Shankar CBT 33 5 Mystery Stories Nilima Sinha CBT 34 Adventure Stories Arup Kumar Dutta CBT 35 Our Guest Comet Dipu Dilip Salwi CBT Nivedita‘s New Home and Other Indira Publications 36 Stories Ananthakrishnan Division The Magic Drum and Other Stories Sudha Murty Penguin Puffin 37 38 Mulla Nasruddin Sampurna Chatterjee Penguin Puffin The Bird with Golden Wings (Book Sudha Murty Penguin Puffin 39 Therapy) 40 Rintu and his Compass Abhijit Sengupta NBT Waiting for the Rain Kamakshi NBT 41 Balasubramanian 42 M for Mystery AWIC authors Search for the Sacred Gem (Book Nilima Sinha Ponytale Books 43 Therapy) A Golden Harvest: Fables, Different Authors Madhuban Ed. Myths…(Folktales – Book Therapy) Books 44 Tiger! Tiger! Stories of the Great Big Pratibha Nath Madhuban Ed. 45 Outdoors Books A Mythological Mosaic (Book Thangam Krishnan Madhuban Ed. 46 Therapy) Books 47 Gandhi for the Different authors Sultan Chand 48 Millennium Child (Book Therapy) Once Upon a Time in India (Book Different Authors Macmillan 49 Therapy)
CLASS-VI
S.No. Title Author Publisher 1 Kabir the Weaver – Poet (Book Therapy) Jaya Madhavan Tulika 2 Lighthouse in the Storm (Book Therapy) AWIC authors AWIC/Ponytale 3 Search for the Sacred Gem (Book Therapy) Nilima Sinha Ponytale Books 4 Cannery Row John Steinbeck 5 Flowers for Algernon Daniel Keyes 6 The Old Man and the Sea Ernest Hemingway 7 To Kill a Mockingbird Harper Lee 8 A Tree Grows in Brooklyn Betty Smith Maxine Hong 9 Woman Warrior Kingston 10 Autobiography of a Part-Time Indian Sherman Alexie
11 Before We Were Free Julia Alvarez Tanuja Desai 12 Born Confused Hidier 13 The Chocolate War series Robert Cormier The Curious Incident of the Dog in the 14 Night-Time Mark Haddon 15 The Highest Tide Jim Lynch 16 Geography Club Brent Hartinger 17 The Highest Tide Jim Lynch 18 How I Live Now Meg Rosoff 19 Looking for Alaska John Green 20 Return to Sender Julia Alvarez 21 Saints of Augustine P. E. Ryan 22 The Secret Life of Bees Sue Monk Kidd 23 A Step from Heaven An Na 24 Cannery Row John Steinbeck
CLASS-VII S.No. Title Author Publisher 1 The Lightning Thief series Rick Riordan 2 The Name of the Book is Secret Pseudonymous Bosch 3 A Wrinkle in Time series Madeleine L‘Engle 4 The Merlin Effect series T. A. Barron 5 The Secret of Platform 13 Eva Ibbotson 6 The Sword and the Stone T. H. White 7 Owl in Love Patrice Kindl 8 Thirsty M. T. Anderson 9 Dealing with Dragons series Patricia Wrede 10 Ender‘s Game series Orson Scott Card 11 I Am the Cheese Robert Cormier 12 Unwind Neal Shusterman 13 Cartoon History of the United States Larrry Gonick 14 Persepolis: The Story of a Childhood series Marjane Satrapi The Curious Incident of the Dog in the Night- 15 Time Mark Haddon 16 Dread Locks Neal Shusterman 17 Goddess of Yesterday Caroline B. Cooney 18 The Fairy Tale Detectives Michael Buckley Larry Gonick and Alice 19 Cartoon Guide to the Environment Outwater CLASS-VIII S.No. Title Author Publisher 1 My Brother Tootoo Urmila Mahajan Tulika
Mayil Will not be Quiet Nivedita Subramaniam, Tulika 2 Somya Rajendran 3 Godan Munshi Premchandra 4 Gavan Munshi Premchandra 5 Ruthi Rani Munshi Premchandra 6 Karma bhunmi Munshi Premchandra 7 Ranga bhumi Munshi Premchandra Premchandra ki Sarva shreshth 8 Kahaniyan Munshi Premchandra CLASS-IX S.No. Title Author Publisher 1 Confessions of a List Maniac (Book Meenakshi Reddy Scholastic Therapy) Madhavan 2 Faces in the Water Ranjit Lal Puffin 3 Summer of Cool (Book Therapy) Suchitra Puffin Krishnamoorthi 4 Children knowledge bank series 5 Young science encyclopedia 7 Robin Cook 8 Disney world of Discoveries 9 Child craft series 10 Science Fictions 11 Nancy drew series 12 Tell me why series 13 Two of a kind Series 14 Biggels series 15 Goose Bumps Series 16 Harivansh rai Madhushala Bachchan 17 Malgudi Days R K Narayan 18 The English Teacher R K Narayan 19 Guide R K Narayan 20 The Dark Room R K Narayan 21 Shubhadra Sarat Chandra 22 Devdas Sarat Chandra 23 Geetanjali Ravindra Nath tagore
CLASS-X S.No. Title Author Publisher 1 Artemis Fowl and the Lost Colony Eoin Colfer 2 Artemis Fowl and the Opal Deception Eoin Colfer 3 Little Women Louida May Alcott 4 The Room on the Roof Rudkin Bond
5 The Mystery of the Blue Train Agatha Christie 6 The Secret of Chimneys Agatha Christie 7 They Do It With Mirrors Agatha Christie 8 Death in the Clouds Agatha Christie 9 The Murder on the Links Agatha Christie 10 Three Act Tragedy Agatha Christie 11 Spiders Web Agatha Christie 12 Murder in Mesoptamia Agatha Christie 13 'The Night Circus Erin Morgenstern 14 State of Wonder Ann Patchett 15 Nightwoods Charles Frazier 16 A brif hisory of time stephen hawkins 17 India My Dreams APJ Kalam 18 India 2020 APJ Kalam 19 Wings of Fire APJ Kalam 20 Ignited Mids APJ Kalam 21 Envisioning an empowered nation APJ Kalam 22 My Experiments with truth M. K. Gandhi 23 Alchemist Paulo coelho 24 Fifth Moutain Paulo coelho 25 Connect dot Rashmi Bansal 26 You can win shiv khera 27 Count your chicken befor they hatch Arindam Choudhari 28 Chacklet factory Ronaldel 29 White Fang Jack london 30 The Last Word Arther Conan Doyle 31 The story of Doctor dolittle Hugh lofting CLASS-XI S.No. Title Author Publisher 1 The Grasshopper‘s Run Siddhartha Sarma Scholastic 2 Tiya (Book Therapy) Samarpanand Harper Collins 3 Terror on the Titanic Sumit Basu Scholastic 4 The Mill on the Floss by George Eliot 5 The Diary of a Young Girl by Anne Frank 6 Pride and Prejufice Jane Austen 7 My Family and Other Animals Gerald Durrell 8 One Flew Over the Cuckoos Nest Ken Kesey 9 Father Brown Stories G.K.Chesterton 10 Three Men In A Boat Jerome K. Jerome 11 In the Garden of Beasts Erik Larson 12 Iron House John Hart 13 A Discovery of Witches Deborah Harkness
14 The Zookeeper‘s Wife: A War Story Ackerman, Diane 15 Long Drive Home Allison, Will. 16 Anderson, Laurie Wintergirls Halse. 17 The Elegance of the Hedgehog Barbery, Muriel. 18 The Man Who Loved Books Too Much: The True Story of a Thief, a Detective, Bartlett, Allison and a World of Literary Obsession Hoover 19 A Long Way Gone: Memoirs of a Boy Soldier Beah, Ishmael. 20 Caleb's Crossing. Brooks, Geraldine 21 Dante‘s Divine Comedy Chwast, Seymour. 22 The Perks of Being a Wallflower Chbosky, Stephen. 23 The Long Goodbye Chandler, Raymond. 24 The Book of Lost Things Connolly, John. 25 Leaving Yuba City: New and Selected Divakaruni, Chitra Poems Banerjee. 26 White Tiger Arvind Adiga 27 The Monk who sold his Ferrari Robin Sharma 28 The railway childerns E nesbit 29 The Winds in the willows Kenneth Grahane 30 The Secrat Garden F H Burnett 31 Childrens Ask Kalam APJ Abdul Kalam 32 Whats the young India Wants Chetan Bhagat 33 Revolution 2020 Chetan Bhagat 34 3 Misteks of my life Chetan Bhagat 35 Five point some one Chetan Bhagat 36 One night at the call center Chetan Bhagat 37 Interpreter of the melodies Jumpa Lahri
CLASS-XII S.No. Title Author Publisher 1 Little Brother Doctorow, Cory. 2 Room: A Novel Donoghue, Emma. 3 Outliers: The Story of Success Gladwell, Malcolm. 4 The Lost City of Z: A Tale of Deadly Obsession in the Amazon Grann, David. 5 Paper Towns Green, John. 6 Unbroken: A World War II Story of Survival, Resilience andRedemption Hillenbrand, Laura. 7 Never Let Me Go Ishiguro, Kazuo. 8 Girl in Translation Kwok, Jean. 9 Unaccustomed Earth Lahiri, Jhumpa.
10 The Last Town on Earth Mullen, Thomas. 11 The Tiger‘s Wife Obreht, Tea. 12 State of Wonder Patchett, Ann. 13 The Voice at 3:00 A.M.: Selected Late & New Poems Simic, Charles. 14 The Good Thief: A Novel. Tinti, Hannah. 15 Cutting for Stone Verghese, Abraham. 16 Death of a Salesman Miller, Arthur 17 Ender's Game Card, Orson Scott 18 A Farewell to Arms Hemingway, Ernest 19 Fast Food Nation Schlosser, Eric 20 How to Win Friends and Influence People Carnegie, Dale 21 Island of the Blue Dolphins O'Dell, Scott 22 Julie of the Wolves George, Jean C. 23 Man's Search for Meaning Frankle, Viktor 24 Peter Pan Barrie, James M 25 The Merry Adventures of Robin Hood Pyle, Howard 26 Robinson Crusoe Defoe, Daniel 27 The Screwtape Letters Lewis, C.S. 28 Seven Habits of Highly Successful Teens Covey, Sean 29 Standing for Something Hinckley, Gordon B 30 Starry Messenger Sis, Peter 31 Story of My Life Keller, Helen 32 The Autobiography of Benjamin Franklin Franklin, Benjamin 33 Collier, James & The Bloody Country Christopher 34 he Crucible Miller, Arthur 35 The Diary of a Young Girl Frank, Anne 36 he Enormous Egg Butterworth, Oliver 37 The Jungle Sinclair, Upton 38 The Old Man and the Sea Hemingway, Ernest
TOPIC:-STATUS OF KV.LIBRARIES AND OPERATIONAL ISSUES; SOLUTIONS AND SUGGESTIONS S.NO OPERATIONAL ISSUES SOLUTION AND SUGGESTION 1 Renaming of librarian post/status of librarian The status may be given as PGT as the librarians are handling classes up to XII. 2 No comfortable seating arrangement is As per New library policy 2012 there should be enough space to sit about 50 available in the present status of KV libraries students at a time and well equipped with standardized furniture. 3 Location of library Library should be located in centrally and on ground floor of the Vidyalaya. 4 Use of library for other activities Using library for other activities should be avoided so that the students get maximum benefit from the libraries 5 Continuous connectivity of internet Continuous connectivity of internet should be available in the library 6 Daily cleanliness issue Daily dusting and cleanliness must be done in the library. 7 Extra duties of the librarian While giving additional charges or duties to the librarian it should be ensured that these are not affecting routine functioning of the library. 8 Technical help is not available for networking Wherever possible Librarians may be provided assistance from the Computer and automation of library Teacher in technical and networking of library computers 9 Maintaining discipline during the library period/ The provision for escort teacher during the library periods as per the New Circulation of Books Library Policy is to be implemented 10 Help in Automation using E-granthalaya Sufficient hands-on training may be provided at Regional level 11 Loss of books by users (present status is either In case of out of print books and valuable books, the price may be decided by replace the book or pay the market price as per the Library Committee to avoid misuse of the policy library policy 2012) 12 No grades for students in CCE for library Library behavior/reading habit can be included in CCE grading system so as to related activities encourage effective utilization of library services 13 Permissible loss (present status-loss of five There should be 10 books of permissible on per one thousand issued books books for one thousand issued in a year as per library policy 2012 14 Library Assistant The post of library assistant may be sanctioned for the library
LIBRARY USER GUIDE GROUP V: J D BROWN
1.GENERAL DETAILS OF THE LIBRARY NAME OF THE LIBRARY: WORKING HOURS: NO OF BOOKS: NO OF MAGAZINES: NO OF NEWS PAPERS: NO OF MULTI MEDIA: 2. LIBRARY RULES 1. All students and staff of the school are members of the library. 2. A student can borrow only two books at a time for a period of two weeks. 3. A staff member can borrow maximum five books at a time for a period of one month. 4. Books will be issued to the students, during the library periods. No book will be issued or returned during the teaching hours. 5. Marking, underlining or writing on library books, periodicals, and newspapers is strictly forbidden. 6. Reference books and current periodicals will not be issued to any member. These can be consulted only in the library. 7. If the books are not returned within the specified time it will be viewed seriously and fine will be charged as per rules. 8. The librarian may call for a book at any time, even if the normal period of loan has not expired. 9. In case of book is misused, wrongly handled or lost the person concerned will have to replace the book or pay the current market price of the book. 10. After reading, make sure that the books, periodicals and newspapers are kept back at their respective places. 11. The members should take good care of library furnishings and equipment. Make sure the library looks as good when you leave as it did when you came in. 12. Drink and food are not allowed in the Library. 13. Library computers are for academic purpose only. Do not tamper with the computer settings. Follow the internet safety guidelines as per KVS Library Policy 2012 14. A ‗No Dues Certificate‘ by each student is to be obtained from the librarian while his/her transfer/withdrawal from the school.
3. LIBRARY COMMITTEE MEMBERS a) Co-ordinator: Principal b) Member Secretary: Librarian c) Teacher Members:- Two PGTs Two TGTs Two PRTs d) Student Members
4. DISPLAY OF THE INFORMATION: I. Total no. of books ii. No. of text books iii. No. of Reference books. iv. No. of general( fiction and non- fiction) books v. Subject wise list of books vi. Class wise list of fiction and non-fiction available in the library. vii. No. of periodicals/magazines available along with their names and periodicity. viii. Class wise list of magazine. Ix .List of Multimedia
5. LIBRARY STATSTICS Statistics should be maintained on the following so that they can be used for monitoring and evaluation. 1. No. of users. 2. No and percentage of collection issued on any given day. 3. Number of books issued during a stated period. 4. Average books issued per user per unit time. 5. Number of recommendations received for purchase of books per year. 6. Class wise list of activities conducted in a year along with number of participants. 7. Number of new books added per year. 8. Number of old books weeded out.
6.FUNCTIONAL AREAS/DIFFERENT SECTIONS OF THE LIBRARY
a)Acquisition Section b)Technical Processing section c) Circulation Section d)Periodical section e)Reference Section f)Maintenance Section h)ICT section i)Multimedia section
7.Functions /Services of Each Section
a)Acquisition Section Different News papers, Magazines, Books and CD’s are acquired by the Library through acquisition Section.
b)Technical Processing section The acquired resources are processed through classification and cataloguing in this section. Here the books are classified according to subject wise and gives DDC (Dewey decimal classification) Numbers. Then the books are barcoded and the spines are labeled.
c) Circulation Section Here the circulation services like Issue, Return, reservation and renewal etc… are done. d)Periodical section In this section display of News papers, Periodicals and Issue of Periodicals are takes place. e)Reference Section Books for ready reference and subject reference books are kept under this section. Ready reference desk is provided in this section. f) Maintenance Section Display of New arrivals, Maintenance, Rectification and weeding out of books takes place. h)ICT section Here Information retrieval of Library resources through software, Internet Searching Facilities and Information services, Current Awareness are given i)Multimedia section The Compact Discs and DVDs, Videotapes etc.. are stored ,indexed and retrieved here.The digitalized resources downloaded in various formats like pdf,word,ppts and others are included in this categories.
8. CLASSIFICATION OF DOCUMENTS Books are classified as per Dewy Decimal Classification Scheme MAIN HEADINGS OF DDC
Class 000 – Computer science, information & general works Class 100 – Philosophy & psychology Class 200 – Religion Class 300 – Social sciences Class 400 – Language Class 500 – Science Class 600 – Technology Class 700 – Arts & recreation Class 800 – Literature Class 900 – History & geography
9.SOFTWARE AND OPAC
The Library is Automated with e-granthalaya software developed by NIC. Users can browse OPAC (Online Public Access Catalogue) and remote access is al so available through Library‘s WEB-OPAC.
10.LIBRARY ACTIVITY PLAN
SL EVENT PROPOSED ACTIVITIES NO DATE 1 Library Orientation April 1st to15th By Programme Pptpresentation,General instructions by the librarian, 2 Formation of Reader‘s April 3rd week Classwise and sectionwise Club selection and student representatives 3 Inaguration of Reader‘s April 4th week Beginning of Reader‘s Club Club activities for the session 4 Harry Potter B‘day 20-24 July HP Quiz and exhibition of celebration Books 5 MunshiPremChandB‘day 25th to 31st Quiz on Hindi Literature Celebrations July and Book Display on Premchand‘s Books. 6 Independence day 12th to 16th August Book Display on freedom fighters 7 Teacher‘s Day 1 to 7th September display of Articles and books by Dr.S.Radhakrishnan 8 Hindi Fortnight 13th to 27th Exhibition on popular September Hindi Books in the library. 9 Gandhijayanthi 1st to 3rd October Book display on Mahathma Gandhi 10 LalBahadurSasthriJayanthi 1st to 3rd October Book display on Sasthri Books. 11 International School 26 Oct 2012 Talk by Eminent Librarian Library Day 12 Children‘s Day 14th November Exhibition of Books on Nehru 13 National Education Day 11th November Exhibition of Books on Dr.MaulanaAbulKalam Azad 14 National Library Week 15th to 20th Exhibition of books and November different competitions like,story telling, Find the books etc. 15 Birthday of IndiraGandhi 19th November Exhibition of Books on Indira Gandhi & other Indian P.M‘s 16 Army Flag Day 7th December Exhibition of Books On
Indian Army and welfare 17 HIV/AIDS Day 1st December Awareness programmes about HIV 18 Human Right‘s Day 10th December Awareness programmes about RTI & Display of books relating to Human Rights 19 KVS Foundation Day 15th December Display of All KVS Publication 20 Youth Day 12th January Display of Books on and by Swami Vivekananda 21 Republic Day 26th January Display of Books on Indian Constitution and Freedom Fighters 22 Martyre‘s Day 30th January Exhibition of books on freedom fighters 23 Safer Internet Day 7th to 11th Talk about Internet February Security services 24 Thinker‘s Day 22nd February Book Display on Scout Movement 28 Science Day 28th February Display of Science Reference Books, Articles,Magazines etc. 29 Best Reader Award For Best library Distributed on the Annual users in each Day function class 30 State Reading Day According to each Newspaper Reading state Competition and Book reading competition
11. FUTURE PLAN FOR LIBRARY
1. Developing Digital Library
2. Socialising Web-Opac
3. Serial publishing of e-Newsletter
4. Blog development of Library User community.
LIST OF REFERENCE BOOKS FOR TEACHERS AND STUDENTS
I. ENCYCLOPEDIA 1. Encyclopedia Britannica. Chicago.32v 2. McGraw-Hill encyclopedia of word art.N.Y.15V 3. Encyclopedia of religion and ethics. London. Edinburg 4. McGraw-Hill Encyclopedia of science and technology.N.YMGH.20V 5. Encyclopedia Americana .N.Y.Grother.30v 6. Hindi vishrakosh-varanasi. Nagari pracharini sabha.12v 7. Int. Encyclopedia of social sciences. N.Y Mac Milan and free press.17v
II. DICTIONARY AND THESAURUS
1. Oxford Eng. Dictionary.oxford clarendon press.12v 2. Webster‘s New Dictionary of synonyms.Springfield.Massmeriuon 3. Fowler‘s dictionary of modern English usage.London.OUP 4. Dictionary of abbreviations and symbols.N.Y.MeConn 5. Webster‘s third new international dictionary of English language. 6. Randomhouse dictionary of English languages. N.Y.Randomhouse. 7. Comprehensive English-Hindi dictionary .Varanasi.Granmandir 8. Oxford English-Hindi dictionary .Delhi. 9. Collins English –English dictionary with thesaurus. Harper Collins 10. Roget‘s international Thesaurus. N.Y.Crowell 11. McGraw hill dictionary of scientific and technical terms. N.Y.MGH 12. Webster‘s biological dictionary .Springfield.GecMarrian 13. Father Camil Bulke‘s English – Hindi Dictionary, New Delhi: S. Chand & Co. 14. Oxford Advanced Learners Dictionary, New Delhi : OUP 15. Cambridge Advance Learners Dictionary, New Delhi, Cambridge University.
III. GAZETTEER 1. Gazetteer of India: India union. Delhi pub.division.4v 2. Columbia Lippincott Gazetteer of the world. N.Y Columbia univ.press 3. The Times index-Gazetteer of the world.London .Times pub.ltd.
IV. DIRECTORY 1. World of learning. London. Europe pub 2. Universities hand book. New Delhi. Ass.of Indian univ. 3. Study Abroad. UNESCO 4. Year book of international organizations. Brussels. Union of Int. Association. Annual. 5. Directory of educational Research Institutions in the Asian Region.Bangkok.UNESCO.
V .BIOGRAPHY 1. International Who‘s who. London, Europa 2. Dictionary of National Biography. Kolkata: Institute of Historical Studies. 3. India‘s who‘s who. New Delhi: Infa Publications. 4. Who‘s Who of Indian Writers: New Delhi, Sahitya Academy? 5. National Biographical Dictionary of India. New Delhi: Sterling Publishers. 6. Collin‘s Dictionary of Scientists. London: Harper Collins. 7. National Register of Social Scientists of India. New Delhi: ICSSR. 8. Bharat ke gaurav. Delhi: Publication Division, Govt. of India.
VI. YEAR BOOK 1. Eupopa World Year Book, 2v. London: Europa Publishers 2. The Annual Register: Records of World Events. London: Longman 3. Statemens‘ Year Book. London: Macmillan 4. India: A Reference Annual. New Delhi: Publication Division, Govt. of India. 5. Britannica Book of the Year and World Data Annual. Chicago: 6. Manorama Year Book. Kottayam: Malayalam Manorama VII. STATISTICAL RESOURCES 1. Census of India. New Delhi: Registrar General, Govt of India. 2. Kissing‘s Record of World Events. London: Longman 3. Asian Recorder: A Weekly Digest of Asian Events with Index. New Delhi: VIII. HANDBOOK/MANUAL 1. Swamy‘s Handbook. Chennai : Swamy Publications 2. Swamy‘s Central Financial Rules 3. Swamy‘s Manual of Disciplinary Proceedings 4. Swamy‘s FRSR 3v. 5. Murray‘s Handbook for Traveller‘s in India ,Burma and Ceylon, London : Murray Publications IX. SOURCES FOR CURRENT EVENTS 1. New York Times Index, New York: Times. Monthly 2. Indian Press Index, Delhi : DLA ,Monthly 3. Facts on File: Weekly World News Digest, New York, Weekly 4. Data India, New Delhi : Press Institute of India Weekly
X. ALMANAC 1. World Almanac and Book of Facts, New York : World Telegram 2. Whitaker‘s Almanac, London : Whitaker, Annual 3. Britannica Book of the Year and World Data Annual. New York : Encyclopedia Britannica
XI. OTHER BOOKS 1. Times Atlas of the World, London : Times Office 2. Familiar Quotations, Boston : Little Brown 3. Quotations and Proverbs, Mumbai : Jaico Books 4. Fodor‘s India, London : Hodder and Stoughton (Travel Guide) 5. Oxford World Atlas, London: OUP. 6. National Atlas of India, Calcutta: National Atlas Organisation.
Libraries are the wardrobes of literature, whence men, properly informed may bring forth something for ornament, much for curiosity, and more for use.
— William DYER (1636-1696)
LIST OF BOOKS ON TEACHING OF DIFFERENT SUBJECTS Sl. TITLE OF THE BOOK PUBLISHE PRICE NO R l Field Studies in the Sociology of Education (All India Report) NCERT 24.00 2 Field Studies in the Sociology of Education (Andhra Pradesh) NCERT 20.50 3 Field Studies in the Sociology of Education (Gujarat) NCERT 33.20 4 Field Studies in the Sociology of Education (Maharashtra) NCERT 15.60 5 Field Studies in the Sociology of Education (Mysore) NCERT 22.00 6 Field Studies in the Sociology of Education (Orissa) NCERT 22.00 7 Field Studies in the Sociology of Education (Punjab) NCERT 22.00 8 Field Studies in the Sociology of Education Report (West Bengal) NCERT 21.70 9 Image of Women and Curriculum in English NCERT 09.50 10 Models of Teaching ( Report of the three phase study of CAM & NCERT 25.00 IIM) 11 Out of School Education in South Asia : A Scenario NCERT 18.00 12 Position of Language in School Curriculum in India NCERT 10.25 13 Reflection on Curriculum NCERT 08.00 14 Report of the Education Commission, 1964 – ‘66 – Vol. I, General NCERT 11.00 Problems in Education (Hard Bound) 15 Report of the Education Commission, 1964 – ‘66 – Vol.II, School NCERT 06.50 Education 16 School Health Programme in Selected Middle Schools in Delhi NCERT 02.20 17 Bharat mein vidyalaya shiksha _ Vartaman sthiti aur bhavi NCERT 88.00 avashayakatayen 18 Third All India Educational Survey : School Education NCERT 52.50 19 Human Rights : A source Book NCERT 65.00 20 Teaching of Structural Words, 2v. / A.S.Hornby 21 Lateral Thinking/ Eduar Do Bono 22 Mistakes and Connections / Edge Longman 23 Role Play / Gillian Porter OUP 24 Biology – A self-teaching Guide, 2nd ed. /Steven D.Corber John Willey & Sons 25 The Art of Changing the Brains : Enriching the Practice of Teaching by Exploring the Biology of Learning / James E.Zull 26 Biology Enquiries : Standards – Based labs, Assessments & Martil Discussion Lessons / Jossey-Bass Teacher Shields 27 Biology the Dynamics of Life / Peter Mansons 28 Biology Teacher‘s Survival Guide : Tips, Techniques & Materials for success in the Class Room/ Michael F. Fleming 29 A – Z Biology / Gabrielle Edwards & Cynthia 30 SAT Subject Tests – Biology E/M (Bacon‘s The Leader in Test Preparations / Deborah T.Goldberg 31 Biology : Concept and Connections with by Biology / Neil A. Cambell 32 SAT Subject Test Biology E/M With CD Rom /Deborah T.Goldberg 33 Let‘s Review : Biology, the Living Environment/ Scott Hunter 34 Techniques for Classroom Interaction / Byrnea Longman 35 Teaching English Pronunciation / Kenworthy Longman 36 Teaching and Learning Grammar/ Harmer Longman
37 A Practical English Grammar/ Thomson & Nartinet Oxford 38 Practical English Usage/ Swan Oxford 39 Dictionary of Contemporary English Longman 40 Communicative English Teaching / Littlewood Canbridge 41 Developing Listening Skills / Rixon Macmillan 42 Literature in the language Classroom / Collie & Slater Cambridge 43 Developing Reading Skills / Grellet Cambridge 44 A Communicative Grammar of English / Geoffrey Leech 45 Large Classes / Nolasco & Arthur 46 Working with Words / Gairns & Radman 47 Emotional Intelligence / Daniel Coleman 48 Parallel Thinking / Edward De Bono 49 Six Thinking Hats / Edward De Bono
List of Periodicals for School Libraries S.No Name of the Journal Language Periodicity Mailing Address . 01 THE WEEK English Weekly The Week, Malayala Manorama Press, Kottayam,P.B. No-5008,Kochi www.manoramaonline.com/subscribe 02 India Today English & weekly India Today Group, A-61, Hindi Sector-57, Noida,UP-201301 www.indiatoday.in 03 News Week English & weekly New Week.Inc, 395 Hudson Street, Hindi New York www.newsweek.com 04 Employment News English & weekly Employment News, Publications & Hindi Division, Govt. of India, East Block, IV, Rojgar Samachar Level-5, R.K. Puram, New Delhi-110066 www.employmentnews.gov.in www.rojgarsamachar.gov.in 05 Sport Star English weekly Kastur & Sons, Maraimala Nagar, Chengleput, Kanchipuriam, Tamil Nadu-603209 www.sportstaronnet.com 06 Out Look English weekly AB-10, S.J. Enclave, New Delhi- 110029 www.outlookindia.com 07 Outlook Traveller Outlook Publishing (India) Pvt. Ltd. English AB-10, S.J. Enclave, New Delhi-110029 www.outlookindia.com 08 Frontline English Fortnightly Kastur & Sons, Kastur Building, 859 & 860, Anna Salai, Chennai- 600002 09 Business Today English monhly We Care, India Today, A-61, Sector- 57, Noida, UP-201301 e-mail : [email protected]
10 Reader‘s Digest English Monthly 45, Vazu Katu Road, Mumbai 11 Competition English & monthly Competition Review Pvt. Ltd., 604 Success Review Hindi Prabhat Kiran, Rajendra Place, 12 CSR GK Today English monthly New Delhi-110008 13 Competition English monthly Bright Group of Publication, 4739/23 Refresher G.F. Ansari Road, Daryaganj, G.K. Refresher English monthly New Delhi-110002 14 Wisdom Multilingual monthly Wisdom Publication, 9, Desika Road, Mylapore, Chennai-600004 15 Pratiyogita Darpan English & monthly 2/11-A, Swadeshi Bima Nagar, Agra, Hindi UP-282002
16 Yojana Multilingual Business Manager (Circulation & Advertisement) Publications Division, Ministry of I & B East Block-IV, Level-7, R.K. Puram New Delhi-110066 17 Sambhashana Sanskrit monthly Aksharam, 8th Cross, 2nd Phase, Giri Sandeshah Nagar, Bangalore-560085 e-mail : [email protected] 18 Swamy‘s News English monthly Swamy Publishers, Sandhya Mansion,164, R.K. Mutt Road, P.B. No. 2468 RA Puram, Chennai- 6000028 19 Sangeet Hindi Sangeet Karyalay Bank Bhavan, Hathras, Aligarh District, UP-204101 20 Inspirational Quote English Circulation Manager, P.B. No. 9814, 58/23rd Road, T.P.S. III, Bandra (W) Mumbai-400050 21 Art India English monthly Art India Publishing Co. Pvt. Ltd, Jindal Enclave, Old Standard Mills Compound,Appasaheb Marathe Marg,Prabha Devi, Mumbai-400025 22 My Doctor English monthly The Subscription Manager, Medifast Publications, My Doctor, 29, Aishwarya Towers, 8th Floor, 159-B Vidyanagari Marg, Kalina, Santa Cruz (E), Mumbai-400098 23 Span English monthly Circulation Manager, Span Magazine, American Embassy, American Centre, 24, Kasturba Gandhi Marg, New Delhi-110001 24 Scientific American English Living Media India Ltd. Customer Care, India Today Group, A-61, Sector-57 Noida, UP-201301 25 GEO English monthly AB-10, S.J. Enclave, New Delhi- 110029 www.outlookindia.com 26 Insight English Bi- monthly M/s Consumer Education & Research Society, Suraksha Sankuul, Thaltej, Sarkhej,
Gandhi Nagar Highway, Ahmedabad Gujarat-380054 27 - Physics for You English Monthly MTG Learning Media Pvt. Ltd. 30 Chemistry Today 406, Taj Apartments, Ring Road, Near Mathematics Today Safdarjung Hospital Biology Today New Delhi-110029 31 Junior Science English Monthly 4739/23, UGF, Ansari Road, Refresher Daryaganj,New Delhi-110002 www.brightpublications.com 33 CUB/SANCTURY English Bi-monthly Sanctuary Asia, 146, Pragati Industrial Estate N.M. Joshi Marg, Lower Pareli (E) Mumbai 34 Science Reporter English Monthly The Sales & Distribution Officer, Science Reporter NISCAIR, Dr. K.S. Krishanan Marg, New Delhi-1100012 35 Education World Monthly Education World, 703-704, 7th Floor, Devatha Plaza 132 Residency Road, Bangalore www.educationwroldonline.net 36- Education Digest IX English Monthly Education Digest, B-5 (54/2009), Ist 37 Education Digest X Floor, Serenity Complex, Govt. Engineering College Road, West Hill, Calucut-673005 38- Education Wish English Monthly Education Wish, 2872, Kucha 39 (Class-IX & X) Chelan,Daryaganj, Education Wish Plus New Delhi-110002 (Class-XI & XII) 40- HFI Education English Monthly Sales Office, 42 Today (Class-IX & HFI Education Today, MBD House, X) Monthly Gulab Bhawan, HFI Education Plus 6, Bahadurshah Zafar Marg, (Class-XI & XII) Quarterly New Delhi-110002 HFI Education Today Special 43- Labour India Brilliant English Monthly Marketing Manager, Labour India 46 Student - IX, X, XI & Publications, XII Science & Marangattupilly P.O. Commerce Kottayam, Kerala-686635 47- Education of Yoga English Monthly Yoga Publications (Subscription 48 Yoga, the Science Dept.), Office No. 44, 2nd Cross, Golden Park, Vijay Nagar Extn., Hubli- 580032 www.eduofyoga.org 49 PC Quest English Monthly Cyber Media India Ltd., Cyber House, B-35 Sector-32, Institutional Area, Guragaon-122002 50 Computer Active English Monthly Next Gen. Publishing Ltd., Khatau House,2nd floor, Mogul Lane, Mahim (W) Mumbai-400016
51 Digital Learning English Monthly Digital Learning Magazine, CSDMS, G-4, Sector-39, Noida, UP-201301 www.digitallearning.net 52 Digit English Monthly Kanak Ghosh, 9.9 Interactive Pvt. Ltd.C/o-KPT House, Plot-41/13 Sector- 30, Vashi Navi Mumbai-400703 53 Teragreen English Quarterly The Energy and Research Institute, TERI Press Darbari Seth Block, IHC Complex, Lodhi Road New Delhi-110003 www.teriin.org/pub 54 Tell Me Why English Monthly Manorma Tell Me Why, Subscription Division,MM Publications Ltd, P.B. No. 226 Kottayam, Kerala-686001 55 Electronics for You English Monthly Electronics for you enterprises Pvt. (With CD) Ltd,D-87/1, Phase-I, Okhla Industrial Area,New Delhi-110020 56 Invention English Monthly NRDC, 20-22, Zamroodpur Community Intelligence Center Kailash Colony Extn, New Delhi-110048 57 Resonance English BiMonthly Indian Academy of Sciences Circulation Dept., CB Raman Avenue, P.B. No. 8005 Bangalore-560080 58 The National English Monthly National Geographic Magazine, Geographic P.B. No. 98199, Washington DC, 20090-8199 59- Champak English & Fortnightly Delhi Prakashan Vitran Pvt. Ltd., 60 Hindi E-3,Jhandewalan Estate, New Delhi- 110055 e-mail : [email protected] 61 Chandamama Multilingual Monthly Chandamama India Ltd. No. 82 Defence Officer‘s Colony, Chennai-600032 62 Junior English Monthly Chandamama India Ltd, JVL Plaza, Chandamama 6th Floor, 626 Anna Saria, Teynampet,Chennai-6000018
63 Gokulam English Monthly Bharathan Publications Pvt. Ltd, 47- NP,Jawaharlal Nehru Road, Kalki Building Ekkaduttangal, Chennnai-600032 64- Tinkle English Monthly Tinkle Subscription, 14, Marthanda, 65 Tinkle Digest 84, Dr. Aniie Besant Road, Worli, Mumbai-400018 66 Chakmak Hindi Monthly Eklavya, E-10, Shankar Nagar, BDA 67 Srote Hindi Monthly Colony,Shivaji Nagar, Bhopal-462016 68 Sandarbh Hindi Bi-monthly e-mail : [email protected] 69 PCM Childrens‘ English Monthly PCM Childrens‘ Magazine, Govt. High Magazine School Road, Edappally, Kochi- 682024
70 Magic Pot English Fortnightly Magic Pot, Subscription Division, P. B. No. 226 MM Publications Ltd., Kottayam 71- Punnagai Ulagam English Monthly Punnagai Ulgam, 9/11, Rana Street, 72 Kids Punnagai Nungambakkam, Chennai-600034 73 Bal Bharti Hindi Monthly Director, Publication Division, Ministry of I & B,East Block-IV, Level-7, R.K. Puram, New Delhi-110066 74 Bal Hans Hindi Fortnightly Rajasthan Patrika Prakashan E-5, Zalan Samsthanik Kshetra, Jaipur-302004 75 Children‘s World English Monthly Sales Manager, CBT Nehru House, 4, Bahadurshah Zafar Marg, New Delhi-110002 76 Children‘s Digest English Monthly Rasthra Deepika, Children‘s Digest, Deepika Building, College Road, P.B. No. 7, Kottayam-686001 77 Nandan Hindi Monthly Hindustran Times House, 18-20, Kasturba Gandhi Marg, New Delhi-110001 78 Nanhey Samrat Hindi Monthly Dewan Publications Pvt. Ltd. A-6/1, Mayapuri, Phase-L New Delhi-110064 79 Dimdima English Monthly Bharti Vidya Bhawan, 505, Sare, Guruji Marg, Gandhi Compound, Tardeo, Mumbai- 40064
LIST OF JOURNALS FOR THE USE OF TEACHERS
S.N Name of Langua Periodicity Subscription DD in Mailing Address o. the ge Amount favour of Journal (Rs.) 01 Jr. of English Bi-monthly Annual 200 ELTAI, ELTAI, Block No. 169, English Chennai Flat No. 24, Jawahar Language Colony, 12th Main Teaching Road, Annai Nagar (W) Chennai-600040 02 Primary English Quarterly Annual 260 Publication Publication Dept. Teacher Dept. NCERT, Sri Aurobindo NCERT, Marg, New Delhi- New Delhi 110016 03 Prarthimik Hindi Quarterly Annual 260 Publication Publication Dept. Shikshak Dept. NCERT, Sri Aurobindo NCERT, Marg, New Delhi- New Delhi 110016 04 Jr. of English Quarterly Annual 180 Publication Publication Dept. Indian Dept. NCERT, Sri Aurobindo Education NCERT, Marg, New Delhi- New Delhi 110016 05 Bhartiya Hindi Quarterly Annual 200 Publication Publication Dept. Adhunik Dept. NCERT, Sri Aurobindo Shikha NCERT, Marg, New Delhi- New Delhi 110016 06 Indian English Half-yearly Annual 100 Publication Publication Dept. Education Dept. NCERT, Sri Aurobindo al Review NCERT, Marg, New Delhi- New Delhi 110016 07 School English Quarterly Annual 220 Publication Publication Dept. Science Dept. NCERT, Sri Aurobindo NCERT, Marg, New Delhi- New Delhi 110016 08 Teacher English Bi-Monthly Annual 500 Spark Spark India, Circulation Plus India, Dept. Plot-48, Padma Secundera Kadamalam Apts, bad Krishnapuri Colony, West Maredpally, Secunderabad-500026 09 School English Annual 240 M/s Subscription Office, C- Journal Vadamali 2/286, 2C Cross, IV Media Pvt. Main, Domlur, IInd Ltd. Stage, 3rd Phase, Bangalore Bangalore-560001 10 Jr. of the English Annual Annual 120 Krishnamur Krishnamurti Krishnamu ti Foundation, Chennai rti Schools Foundation , Chennai
A BRIEF REPORT OF THE 21 DAY IN-SERVICE COURSE FOR LIBRARIANS (Presented in the Valedictory Function conducted on17th Sept.2012)
I, Vilas Vernekar, Librarian, Faculty at KVS ZIET Mysore am privileged to place before this gathering a brief Report of the 21 day In-service Course for Librarians assigned by the Kendriya Vidyalaya Sangathan to this Venue. The role of Librarians in today‘s dynamic educational scenario, especially in the context of KVs which are the microcosm of India cannot be overlooked. To quote, ―Librarians are essential players in the information revolution because they level that field. They enable those without money or education to read and learn the same things as the billionaire and the PhD.” ― Marilyn Johnson, This Book Is Overdue!: How Librarians and Cybrarians Can Save Us All Keeping this in mind , a systematic structure for the 21 day course was defined with primary emphasis and focus on ICT and the emergent trends in the field of Information Management Systems. The other priority was on task engagement of the Participants in all sessions so as to have effective and efficient training schedule. Coming to the facts and figures, the 21-day In-service Course had 35 participant Librarians hailing from various KVS Regions namely Ahmedabad, Bangalore, Bhopal, Chennai, Hyderabad, Jaipur, Ernakulam, Agra, Mumbai and Jabalpur attending from 28th Aug. to 17th Sep. 2012.
The Inaugural Session on 28th September was graced by the benign presence of Sh. Syed Akheel Ahmed Dean, Department of Chemistry, University of Mysore, as Chief Guest who enthralled the audience by his inspiring Inaugural Address wherein he brought out the significant role played by the Librarian in the advancement of knowledge of the society. Every possible endeavor was made to mobilize suitable and standard resources to provide high quality inputs to the training. These were in the form of five Guest lectures. During the course, on different occasions, eminent specialists in the field of Library Automation and Digital Library, such as Dr. M.V. Sunil, Chief Librarian, Asstt. Prof. Md. Minhaj, Prof. (Mrs.) Malati Sriram from SMD-IMD Mysore, Dr. Ram Sesha, Head Librarian, University of Mysore and Mrs. Vani Shree, Librarian, Pramati Hill View Academy interacted with the participants on key topics of relevance for Librarians. A customised 2- day Workshop on e-granthalaya was also organized during the 21-day course by Shri P.C. Bhat and his associates from the State NIC Bangalore which was highly appreciated by the participants as KVS has made it mandatory for all KV Libraries to adopt e-granthalaya. The KVS as a trend setting, dynamic organization requires its personnel to be aware and abreast of the weaves and wefts of its fabric. Several in-house modules were also transacted to realize this objective Along with providing in-puts on the specific areas of relevance for Librarians, knowledge enrichment of the participants was also done on general areas pertinent to KVS employees. Director, KVS ZIET Mysore Shri.S.Selvaraj, took up the key topic of Guidance and Counselling and Shri. P.C.Raju, Principal, KV Mysore lead the participants through a comprehensive presentation on ―Roles and Responsibilities of Librarians. KVS ZIET Faculty transacted a spectrum of Modules ranging from policy guidelines such RTE, Leave Rules and Teacher Welfare Measures, Admission Guidelines, CMP and NCPCR, to enrichment interactions such as Inclusive Education, sensitizing students to social issues, Life Skills, Value Education and to skill
building aspects such as Disaster Management, Effective Communication Skills, Management of Class Libraries in the Primary and Spoken English. The much experienced Resource Persons brought their fields of expertise and rich experience to the Training. Shri. D.V.S.Sarma, KV No.2 Vijayawada deliberated on Understanding the KVS New Library Policy 2012, Inculcating Reading Habits among Children, Collection and Development of Resources, MS Excel as as a tool in Library Housekeeping Activities. It is said “ In the nonstop tsunami of global information, librarians provide us with floaties and teach us to swim.” The amazingly tech savvy Mr. Mujib Rahiman, Librarian, KV Kanjikode opened up the Information Highway and trained the participants through his hands on interactive sessions on Web.2.0 technologies and Library 2.0, creation of Library blogs on Blogger, Basic ICT Skills on MS Word and MS PowerPoint, Preparation and Designing of E-Newsletters, Internet Search Strategies, and Cyber Security and Internet Safety Guidelines.
Adding more meaning and value to the course Teacher‘s Day was celebrated in a very elaborate manner. In the formal function conducted to pay homage to the visionary teachger, Dr. S Radhakrishnan, the director of ZIET, Mr. S Selvaraj was felicitated and honoured by the Faculty and Staff of ZIET Mysore with a citation and shawl. Following the inhouse function, a tree plantation drive was flagged off by the director, in which all the participant, faculty and staff planted saplings in the campus augumenting ZIET‘s GO GREEN initiative.
The high point and the very pulse of the Course were the Participants‘ ―On Task‖ engagements which facilitated Skill Building in real time. Participants were assigned and assessed on a continuous mode on Individual presentations on Best Practices in Library Services, Web Designing and designing Blogs, Creating Library Records using MS- Word and MS- Excel, critical thinking and Problem solving approaches on domain specific problems and solutions. Experiential learning was catered to by field trips to Pramathi Hill View Academy and the University of Mysore Library. There were also local trips to provide the necessary break- a Local Tour of Mysore and excursion to Kodagu. The Participants were evaluated on the KVS specified framework of authentic and traditional assessment. There were three pen paper tests- Pre-Test, Mid Test and the Post Test and continuous assessment of participant projects and Group Work. A value added feature to the training was the celebration of Hindi Pakhwada from 4th Sept. to 17th Sep. ‘12 which added colour and festivity. Dr. S.K. Tiwari, PGT(Hindi) organized many activities such as Poem Recitation, Solo Song, Debate, Elocution, Hindi Type Writing, etc. which were conducted in Hindi along with more use of Hindi for the Assembly activities as well as classroom transaction and daily reports. On ―Hindi Diwas‖, the Honourable Commissioner‘s message was read out and the salient features of the principles of implementation of Hindi as Official Language. The importance of allocation of 50% of library budget for Hindi books was duly stressed on Official Language. On the concluding day, i.e 17th Sep. ‘12 Prizes and Certificates were distributed to the winners in the various competitions.
As a Coordinator and Resource Person I had the pleasure of sharing my skills on the topics of National Knowledge Commission, NCF2005, UNESCO School Library Manifesto, Library Evaluation and User Studies, Annual Library Activity Plan, Career Guidance through the Library and Professional Development Resources for Librarians.
We, the Director and ZIET family at KVS ZIET Mysore have been pleased to have you all with us for the past 21 days and in keeping with our motto, are honoured and privileged to extend the best possible professional and personal services to you and have strived to take care of all aspects of your stay here.
In Conclusion, I would like to quote from the Foreword of our esteemed Director, Shri.S. Selvaraj,to the Resource and Report Manual ―It is hoped that through the 21-day In-service Course the participant Librarians have been adequately enriched with updated knowledge and equipped with the required technical skills to embark upon Library Automation, Digital Library and e-granthalaya successfully‖
Any training is successful only with the transfer of training. Let us remember that we librarians are the keepers of the flame of knowledge. I wish you, all success in all your endeavours.
Jai Hind!!!!