A teacher who stayed back after school so the library van could still meet the children. A young reader who found the courage to share her thoughts with her classmates. A child who stepped into a leadership role and discovered her voice through books. These moments may seem small, but they reveal the quiet ways reading shapes confidence, curiosity, and connection.
Welcome to a collection of stories from our journey with the Libraries in school programs, where books travel to children, and children travel far on the wings of those books.
Name of the Teacher: Archana
School: GMS – Curpavaddo, Cortalim
Written by: Vishwanath
The school became part of the Libraries in Schools (LiS) Program in 2022, beginning its journey as a Travelling Library. For two years, they participated very supportively in the program, and I still remember my very first meeting with teacher Archana. She welcomed us with a warm smile, genuine curiosity, and a willingness to get started. From that day, her support remained constant.
In the early days, she showed great dedication during our book exchange visit. We had reached late due to unexpected traffic, and school was supposed to leave early. Instead of postponing, teacher Archana personally called and told me not to worry, she would wait with all the children for our visit to happen. Moments like these showed her interest in the LiS program.
Her support made coordination smooth, whether it was rearranging school timetables for the Library and making sure children read books. Teacher Archana always motivates children. I remember her sharing it with Mahi, who was a bit shy to do a booktalk while the teacher said to her, ‘Just tell everyone why you liked the book, think of it as talking to friends.’ That encouraged the child to do confident sharing.
The school, with around 80 children, gradually developed a vibrant reading culture. She also borrows books and her enthusiasm showed the children that reading wasn’t just a task but truly a source of joy.
Because of her consistent support, Archana teacher continues to show strong ownership of the LiS program. She independently handles book lending, motivates children to read and participates in our sessions. Her dedication has strengthened the LiS initiative in the school and has impacted children’s reading.
Name: Government Primary School Dharjo.
Written by: Diksha
This year marked a new chapter for GPS Dharjo School as it officially joined Bookworm as a Lead School for the academic year 2025–2026. Earlier, the school was connected to us through the Travelling Library Van, and the sessions were led by Teja Pole. The children were already familiar with Bookworm in that way, which made this transition special.
For me, this journey was even more meaningful because I had newly joined the LiS Bookworm team. Everything felt new, the school space, the children, and the responsibility of leading sessions in schools. I began visiting the school twice a month, slowly understanding the rhythm of the classroom and building connections with the children and the teacher.
It was both exciting and challenging. Each visit became a learning experience for me. I observed how children responded to stories, how they interacted during discussions, and how library sessions could create a safe and joyful space for them.
Teacher Richa actively supported all the library activities while managing her regular teaching responsibilities. She helped with the lending and borrowing process, followed up with children who had pending books, and encouraged them to share their responses during sessions. Her involvement created a supportive and positive reading environment during my visits.
During my visits, I had the opportunity to witness the growth of a reading culture among the children. Nikita, a girl from Grade 3 who was initially very shy and hesitant to speak, gradually became more confident. Over time, she began voluntarily raising her hand and expressed interest in doing BT (Book Talk). This change reflected her growing confidence and comfort within the library space.
During Read Aloud sessions, children actively connected the stories to their personal lives. They shared their own experiences and confidently answered both pre-story and post-story questions. During the Mhadei film screening, children thoughtfully shared how rivers are connected to their daily lives. They spoke about using river water and the importance of keeping it clean.
Teacher Richa also participated in the discussion, answering questions alongside the children and supporting the conversation. She shared reflective feedback, saying that it would be meaningful if rivers truly had a voice to express themselves. She added that while human beings can speak up and protect themselves against harm, rivers and nature remain silent. Her comment deepened the discussion and encouraged children to think more about environmental responsibility.
Looking back, this shift from Travelling Library visits to becoming a Lead school feels like growth not just for the school, but for me as well. It has been a journey of learning and building meaningful engagement with children through books.
Name: Riza
Written by Sonali
As a library educator for the past two years in Bookworm Library, I have found my peace in working closely with children. Since last year, I have been part of Bookworm Library’s Libraries in School (LIS) program, closely working with their lead school interventions. One of the schools I visit is the Government Primary School (GPS) in Chicalim, a quiet village in the Mormugao taluka of South Goa. This school was originally a traveling library school, but in 2025, we introduced a new lead school intervention with the support of the teachers there.
Among the students, Riza, a third-grade student, has inspired me with her attitude towards the LiS program. As our first library monitor, she developed a sense of responsibility by helping teachers with shelving and assisting me during lending and borrowing sessions. She now walks to the shelves to pick out her own books, showing an independence that grew from her active role in the library.
Riza’s confidence is most visible when she shares her thoughts. She recently spoke about how rivers belong to everyone, humans, trees, and animals and emphasized our duty to protect them.
During a read-aloud of Ismat’s Eid, she represented the festival by explaining her Eid traditions, including prayers and Sheer Khurma, to her friends and teacher. She even took on the role of a teacher herself, inviting her teachers to listen as she shared.
While she still loves The Story of Ferdinand, Riza has found her own power through books. She has moved from being a quiet student to a confident library member who participates in every session. Seeing her growth reminds me why this work matters and makes me look forward to the schools I visit each day.
Blog Written by : LiS Team