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Problems and Prospects in Libraries of Kendriya Vidyalaya in Maharashtra and Goa State”

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Problems and Prospects in Libraries of Kendriya Vidyalaya in Maharashtra and Goa State” “PROBLEMS AND PROSPECTS IN LIBRARIES OF KENDRIYA VIDYALAYA IN MAHARASHTRA AND GOA STATE” SYNOPSIS SUBMITTED TO SWAMI RAMANAND TEERTH MARATHWADA UNIVERSITY, NANDED FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE SUBJECT OF LIBRARY & INFORMATION SCIENCE UNDER THE FACULTY OF INTER-DISCIPLINARY STUDIES SUBMITTED BY MITESH A. HANWATE BLIS, M.Lib. Info.Sc, UGC-NET, MH-SET UNDER THE GUIDANCE OF DR. RAMESHWAR SURYABHANJI PAWAR (LIBRARIAN) M.Com.,M.Phil. M.Lib. Info.Sc, Ph.D. SHRIGURU BUDHI SWAMI COLLEGE, PURNA DIST. PARBHANI APRIL 2019 PROBLEMS AND PROSPECTS IN LIBRARIES OF KENDRIYA VIDYALAYA IN MAHARASHTRA AND GOA STATE 1) A brief resume of proposed work /problem. A quality school education is a vital part of school education. A schoolwithout a library is like an organism without its core. For students, the school library is an essential source of information and ideas, a place for learning and enquiry and for generation of thoughts and creation of new knowledge. Reading habit among students cannot be created in the absence of a good library. Without the reading habit, students cannot delve in the world of knowledge. It will affect the students‘thinking and intellectual development. In the absence of the school library, there will be no possibility to develop children‘s ability to learn beyond classroom learning. The school functions without proper school library create an information illiterate society. The precious spare time of Teachers at school will be wasted if the school does not have a library. Lack of the library in school hinders lifelong liking and longing for new knowledge. The school library helps children to become good citizens. So, the library is essential to make an information literate knowledge society of tomorrow. The school librarian is the navigator of the library. Library guides the students and teachers to the resources available in the library and to the world of knowledge. The quality and devotion of the librarian plays a pivotal role in the development of the school community. The pleasing characteristics of the school librarian help students to get attracted towards the library. The school library is the most visited place by most of the school community to spend more time and it is the place where the young ones breathe the air of knowledge. Hence, the environment of the school library should be pleasing and inviting with comfortable furniture and facilities. To play the role of a library in a meaningful and systematic way, minimum standards should be followed in respect of space, staff and finance of the school library. Among this space and location of the school are the prime factors that make library more attractive. 2) Introduction to proposed research topic. “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.” –National Knowledge Commission, 2005 Kendriya Vidyalaya Sangathan (KVS) is the premier institution which pursues excellence and sets the pace in the field of school education in the country by promoting national integration and a sense of ''Indianness'' among the children while ensuring their total personality development and academic excellence. Kendriya Vidyalayas are in the fore front of integrating innovative ideas and up-todate technologies in teaching and learning. 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. These guidelines are formulated based on the previous KVS Library Policy (2008), CBSE: Organizing School Libraries Manuel (1998), IFLA/UNESCO School Library Guidelines (2002), National Curriculum Framework (2005) National Knowledge Commission recommendations on Libraries (2008) and a number of other international school library guidelines. The system came into being in 1963 under the name 'Central Schools'. Later, the name was changed to Kendriya Vidyalaya. All the schools are affiliated to the Central Board of Secondary Education (CBSE). Its objective is to educate children of the Indian Defiance Services personnel who are often posted to remote locations. With the army starting its own Army Public Schools, the service was extended (but not restricted) to all central government employees. A uniform curriculum is followed by these schools all over India. By providing a common syllabus and system of education, the Kendriya Vidyalayas are intended to ensure that the children of government employees do not face education disadvantages when their parents are transferred from one location to another. The schools have been operational for more than 50 years. 3) Survey or review of literature and development in the relevant subject. Alemna (2000) discussed the issues and problems militating against school library development. According to him, the absence of school library legislation in Ghana has enabled individuals and organizations to register schools without making the necessary provision for school libraries. Douglas & Wilkinson (2011) demonstrated the powerful role a high performing school library and schools library service play in raising pupils’ literacy levels and improving access to knowledge. Their research revealed that, young people who read above the expected level of their ages are twice as likely as young people who read below their ages Erikson and Markuson (2007) contend that the library is a place where students learn to use technology as a tool to explore the world of knowledge. Learners need to become life-long learners, who can not only find, but also sort and critically use large amounts of information from electronic sources, not all of which are necessarily reliable, useful or up-to-date. This has implications for the library collection Ikojo-Odongo (2008) sums up the challenges to school libraries as evidently arising from weak appreciation and/or inadequate knowledge amongst policy-makers and educators about the role of the school library. Owoeye&Yara, (2011) also asserted that, the library is an essential factor in the teaching-learning process. It forms one of the most important educational services and that the chief purpose of a school library is to make available to the pupil, at his own convenience, all books, periodicals and other reproduced materials which are of interest and value to him, but which are not provided or assigned to him as basic or supplementary textbooks Streatfield, Shaper & Rae-Scott (2010) found that qualified librarians are contributing to information literacy work in their schools also contribute actively to the school Virtual Learning Environment. The study again indicated that School librarians support literacy and encourage reading for pleasure. The survey by the SLA (2012) explored what activities are undertaken in the libraries. Various activities were found, differing somewhat in primary and secondary libraries. The most commonly selected activities mentioned by primary school respondents include library skills, reading promotion and reading groups 4) Objectives of the research and proposed hypothesis. Objectives 1. To find out the conditions of Kendriya Vidyalaya libraries in terms of adequate facilities. 2. To study the growth and type of collection in Kendriya Vidyalaya libraries. 3. To study library services provided in Kendriya Vidyalaya libraries. 4. To find the application of ICT in Libraries of Kendriya Vidyalaya. 5. To study junior libraries in Kendriya VidyalayaSchool. 6. To make some recommendations as to how the standards of libraries in schools could be improved. Hypothesis To pursue the proposed study, the following hypotheses are framed. H0: There is no significant relationship between school library and creation of new knowledge. H1: There is significant relationship between school library and creation of new knowledge. H0: Library services does not Encourage and foster reading habit. H1:Library services does Encourage and foster reading habit. H0:Library does not participate in the teaching-learning programmes of the school. H1:Library effectively participates in the teaching-learning programmes of the school. 5) Methodology to be used and adopted. The study is a descriptive study in nature. The purpose of this descriptive study is to collect detail and factual information that will describe the current phenomenon of Library and Librarianship. Primary data will be collected with the help of structured questionnaire administered to 200 respondents in Kendriya Vidyalaya in Maharashtra & Goa State and the type of Sampling will be simple random sampling technique. Pilot study
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