Reinventing the School Library

“What a school thinks about its library is a measure of what it feels about education.” – Harold Howe

A poster with this powerful quote adorns the bulletin board in the library at The Somaiya School (TSS), where I work. My journey as a Library Educator began in 2017. It was a new role, very different from teaching in a classroom. I was eager to dive into the job. My opinion of school libraries before this was heavily influenced by my own experience in school where books were stuffed inside cupboards; guarded under the watchful eye of the librarian behind the desk. We were allowed to issue books only during the weekly library period. As we picked an old magazine from a neglected pile, ‘pin drop’ silence prevailed. Library period became a time to catch up on incomplete work. Ultimately, the library was reduced to a dull, boring room.

A statement during my interview at TSS that stayed with me was – “Our students love books but we want them to connect more deeply with the library so that they always have a place to come back to.” The fact that TSS recognised the need to highlight the library was heartening. What TSS was offering me was an opportunity to experiment, make mistakes, dream and discover. Over a month, I observed that the library period was used for the regular routine of borrowing and returning books. I knew I had quite a task ahead. Prepared with ideas, an immensely supportive Principal, and bubbling enthusiasm, the library team and I were ready to break stereotypes that have defined school libraries.

A view of the Somaiya School Library

In 2018, I registered for the Library Educators Course by Bookworm Trust, Goa. During my time at Bookworm, I was deeply immersed in library work and was open to having my perceptions challenged. I learnt about how a library can and should represent all voices, what makes it vibrant, how to curate a collection, the horrors of ‘moral stories’, the interconnectedness of space, interactions, and people in the context of the library. I truly understood how books are ‘mirrors’ and ‘windows’ to the world. I began to view our school library with a critical lens. Was our library inclusive? Did we have books that represented diverse voices? Did our activities support different learner profiles? These were some questions that made me pause and think deeply. Most importantly, I realised that a library must always work to bring a community together. The key to this was collaboration.

Collaboration is the first step to building relationships and that is the most important factor that has shaped my approach to library education. For a place to be dynamic and exciting, the community using it must develop a sense of ownership. This can happen only if they are given two critical elements – choice and voice.

Children doing Book Talks in small groups

The best place to start was to invite the students to participate in building the identity of our school library. We asked students what they wanted to do during Library period. The answers ranged from listening to new stories and discussing current affairs to learning word games. Some wanted their quiet reading time. We listened to all of them and began incorporating their ideas along with some of our own. Once, some students in the secondary library told me that a library is ONLY a place for reading and nothing else but they were challenged by others who said that our school library was redefining the traditional view. With time, they began to express themselves through art, role-play and writing. The winds of change were gently knocking on our door.

At the beginning of the academic year, the team conducts a library orientation where we – the students and the library team- set our agreements. Respect towards the resources, space, self and each other is paramount. These agreements help us chart our course for the year. It guides us to feel responsible towards the space. Through the year, students give us feedback about the library which helps us refine our programme. The following year the orientation is the time to introduce new initiatives, processes and set class goals for the coming months. The software allows us to track every student’s reading history. Based on this information, we make suggestions to students and invite them to try different genres. Book talks are another great way to introduce books to readers. We even invite teachers to give book talks from time to time.

Children reading in the library

A book display curated by the librarians

Collaboration is at the forefront when the class comes together for a Read Aloud session. During group activities, students take on the roles of Facilitator (ensuring that all members contribute), Time Keeper (keeps an eye on the clock), Noise Manager (reminds the group on the agreement on voice levels), Recorder (writes the ideas/answers of the entire group) and Material Manager (collects the resources for the group and puts things back in their place). Division of duties helps them focus on the task and work together as a team.

Parents have also started volunteering for library activities like covering of books and entering details of new books in the system. Literary Week now includes workshops on reading and writing for parents. This year, during the pre-primary Literary Week, the library team also conducted sessions on poetry, drama, reading aloud and library games for the Pre-primary teachers.

Choice and voice would be irrelevant if students did not have access to a good collection.

The books are categorised under different genres and placed on open shelves. Our students have every right to borrow any book in the library. This kind of access has opened a world of possibilities for them. Many-a-time, they turn to us for assistance. Nithya Natesh of Grade 7 writes,

“A real library is so much more than a stifling room filled up with stacks and stacks of books. It is the doorway to different worlds of imagination of so many genres[…] One book especially changed my perception about India’s tribes. ‘Year of the Weeds’ by Siddhartha Sarma was recommended to me by our librarian when I was in 6th Standard and I must admit, if I hadn’t read that book, I would still think of tribes as poor, illiterate, deprived people. Books are wholesome gifts from writer to reader which should be enjoyed by each and every one of us in order to find our true selves.”

For us, interactions and activities form the crux of what a library should be used for. The 21st century demands that children view the library as a space where ideas are exchanged, learning is impactful and discussions are driven towards the goal of social change. It must be a platform that fosters the ideals of safety and democracy.

It is essential for us to keep the space warm, cosy and welcoming. Simply put, students should find joy whenever they step in. In the seven hours that a student spends in school, he/she experiences a gamut of emotions. We believe in making the library a safe haven for them to unwind, reflect and relax. No judgements are passed on what they read or share vocally. If they are confused or uncomfortable, we try to make ourselves available for a conversation or a word of encouragement. We acknowledge their involvement in the library by writing out notes of appreciation. Taking back something worthwhile by flipping through a magazine or engaging in a game contributes positively to their self esteem. Through their interactions, they learn the art of debating, respecting each other’s opinions and challenging information.

Jia Wadhwa and Arjun Shivaramakrishnan of Grade 9 share their experience through a story about a little girl who is forced to enter the library but is soon enamoured by the interplay of conversations, activities and independent reading time. She finds herself changing with every visit.

“The library soon starts to feel like home. What she does in the library daily starts to reflect in her life. It has created a refreshing dimension of mindfulness, responsibility, and confidence. It has helped her expand her intellectual capabilities. She is getting ready to explore further.”

Jia and Arjun end their story by reflecting on what the TSS library means to them.

“When you visit the library, you feel like you are in a liberated environment free to imagine and think of whatever your heart feels like. We surely see ourselves blossoming into better human beings just like that little girl. The library is not just a place where users come to read. It is a place full of surprises brimming with pages, people and realms waiting to be discovered, accepted and experienced. As much as the library helps us discover the world, all along, the library is our world.”

This year, the secondary section students have explored writing realistic fiction, personal narratives and mini research projects – on topics of their choice. Various board games like Othello, Scrabble, Code Names, etc. create a buzz among student groups. Currently, one division of Grade 9 is reading Grey Sunshine by Sandeep Rai, as part of a project on Empathy in collaboration with Teach for India. The library blog is becoming another platform for them to share their thoughts.

Our primary students are learning the art of giving book talks. They participate in literary events like the Jarul Book Award, 100 Thousand Poets for Change, Leading Reading Schools of India Award, reading olympiads, creative writing and poetry workshops and short story writing competitions.  Interacting with authors inspires them to use their imagination too. On World Read Aloud Day, the entire staff – teaching and non-teaching – picks up a book to read to all the classes. It is through these interactions and activities that students develop new ways of thinking. The possibilities are infinite.

Students participating in a Read Aloud on World Read Aloud Day

A workshop for parents on story read alouds

I am often asked whether a school library is relevant today with Google being everyone’s one stop solution. Yes, information is available at the click of a button. But then what happens to meeting people from all walks of life, erasing labels of religion, race, caste etc., watching a child discover ah-ha moments between dog eared pages, overhearing views on whether Lord of the Rings is better than Harry Potter, listening to a story, engendering thought and action, advocating free speech with a sense of responsibility or just giving yourself a moment of peace in a chaotic, technology driven world? While Google has its advantages, the library is about the people who make it their own.

A participatory approach in the school library enables students to think, feel, create and share. It gives their imagination wings while keeping their values grounded. Without moralising or preaching, the books they read and the experiences they go through assist them in making empowering choices. It opens avenues to a more inclusive, empathetic world that celebrates diversity. Above all, it gives them hope.

-Nirupama Kaushik with inputs from Nithya Natesh, Jia Wadhwa and Arjun Shivaramakrishnan