Back story
In the Libraries in School program at the end of every term we bring the book boxes back to the library, where each box gets checked for damage, mending and covering. Also this is the time for the books to be rested before they are either put back on the shelf or taken to a different school or a different class.
Our Process
For selecting of books we follow a process. We select books according to what we understand is the age – reading and comprehension level of the children in the class. This year we have been conducting an individual reading program called Yo Ya Vachuya in Std 3 & 4 which gives us an estimate of how many children are struggling, competent and fluent readers. Also we try and organise a collection with different genres of books. Once all this is done the books are entered into our online software called Reading Assessment Tool (RAT). Finally we recheck the books for mending, against our final lists and pack them for school.
New Feature
This time Sujata felt that neither we (resource persons) nor her (overall lead) knew what books are in each box at a more intimate level. While selecting we checked books for reading level and genre but did not really look at each book carefully. Sujata was also concerned about the condition of books we are putting in schools. In our program we also do a segment on book care and say that we have done it well, but the condition of some of the books in some of the classes tell a different story. So, this time, each and every box and each and every book got checked by Sujata. Before going to her with the box of books we all had to do our homework of how many children were there in the class, the number of books in the box, how many strugglers, competent and fluent readers, what our upcoming syllabus themes were and what we felt the children enjoyed last term. It was like a very big serious exam!
My learning
There were many learnings in this whole process of selecting of books and getting them checked. One critical thing was that I read the books I included in each collection; if not for the mini conversations with Sujata around each box, I would have not read these books. The other learning was that I was missing out on the small things which are very important, that is, condition of the books and using this to tell and remind children about book care. We were taking the books and the children for granted. The third was that you don’t just select books and put in the box because it has to be done. We have to think if we are putting certain types of books that are right for the children to borrow, is the collection one where they are able to read and is it diverse and interesting. And lastly that we must have small conversations with the children about what they are reading to pass on the joy and interest.
