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How can Librarians tackle AI?

By AI, Research Skills No Comments

Images generated by Bing Image Creator

What are librarians thinking about AI?

  • Students are cheating and getting away.
  • How are educators going to measure learning?
  • How do we use AI and adapt to it?
  • When should we use AI?
  • How can we use AI ethically?
  • Will Librarians and Teachers cease to exist?
  • What are parents stand on using AI?
  • How is AI going to change the education landscape?

So many questions and yet many Librarians are using and exploring AI tools in a number of ways. The most important answer I am looking for and awaiting is: When will the assessments change for High School Students? How are colleges going to enroll new students? How are teachers and librarians going to change and adopt new practices? Who is going to lead us, and How?

Librarians are worried about Academic integrity and that students will cheat and their grades will not justify their learning. There is a huge setback in assessments, and what would we need to assess, and what will it look like? Many unanswered questions are still buzzing around.

So, what can librarians do for now?

Images generated by Bing Image Creator

  • Encourage the use of AI Tools
  • Ask and have conversations with your students about how AI is helping them grow and learn.

How do we engage in meaningful conversations to ensure students are learning and not cheating?

So, when a student has used  AI tools to assist in their work, it’s important to assess not only the final product but also their understanding of the content and the impact of AI on their learning process. This conversation can help ensure human academic integrity.  

Engaging Conversations

Here are some questions you might ask students to allow you to gauge their understanding and the effectiveness of the AI tools:

  1. Understanding of the Topic –

   – Can you explain the main concepts and ideas in your paper in your own words?

   – How did your research with AI tools contribute to your understanding of the topic?

  1. AI Tool Selection

   – Why did you choose the specific AI tools you used for this assignment?

   – Did you consider any limitations or potential biases in the AI tools you used?

  1. Research Process 

   – How did you use AI tools in your research process? Can you describe the steps you followed?

   – Did you encounter any challenges or difficulties when using AI tools?

  1. Critical Thinking

   – How did you critically evaluate the information generated by AI tools? Did you fact-check or verify the results?

   – Did using AI tools influence your ability to think critically about the topic?

  1. Collaboration with AI

   – Did you collaborate with AI as a tool, or did it replace certain tasks you would have done manually?

   – How did you balance the contributions of AI with your own insights and analysis?

  1. Learning and Growth

   – In what ways has using AI tools impacted your learning experience for this assignment?

   – Have you developed any new skills or improved existing ones through the use of AI?

  1. Ethical Considerations

   – Did you consider the ethical implications of using AI tools, such as plagiarism or bias in AI-generated content?

   – How did you address or mitigate any ethical concerns?

  1. AI as a Learning Aid

   – Did using AI tools enhance your learning in this particular assignment?

   – How do you see the role of AI in education in general?

  1. Feedback and Revision

   – Did you receive feedback on your paper, and if so, how did you incorporate it into your work?

   – Did you use AI for revision or editing purposes, and if yes, how did it help?

  1. Future Use of AI

    – Do you see yourself using AI tools in future academic work or professional projects?

    – What lessons have you learned from this experience that you might apply in the future?

These questions can help you assess the student’s comprehension of the topic. We, as educators, will learn how students have integrated AI tools into their learning. 

Images generated by Bing Image Creator

(Used ChatGPT as a thought partner)

So, it is not about NOT using AI tools but HOW AI can benefit and build students’ critical and analytical skills to problem-solve.

Librarians Teaching Points

Librarians can continue to teach evaluating resources like the CRAAP test. How Wikipedia assimilates and curates its information,  the authority of the sources, and the usage of Wikipedia. Citing AI tools are some teaching points for Librarians.

AI tools have brought more attention to the biases of information and hallucinations. Knowing the author has become very important, and the need to verify sources is essential for any critical, analytical, or descriptive research paper.

AI research tools like Elicit, Consensus, and Research Rabbit is far more effective than ChatGPT 3.5, although there is information that it is being updated, and Bard and Llama may be better. (Opinions)

There is much discussion around Artificial Intelligence being artificial in nature yet seeming to mirror sentiency. Check out this article from Singularity Hub, which provokes us to think of the possibilities of AI being sentient and how we can differentiate the sentience of AI from a human.

There may be a time when AI chips will be embedded in humans.! Sci-Fi or REAL?

Redefining Librarianship through Collaborative Teacher Partnerships (Workshop in Thailand) Check this out 

Embracing AI Tools: A Librarian’s Guide

By AI, Professional Development No Comments

Bing Image Creator

In today’s rapidly evolving digital landscape, the role of a librarian has expanded beyond traditional book curation and cataloguing. As AI tools like ChatGPT, Bard, and Bing Chat continue to revolutionize the way we access and interact with information, librarians need to adapt to stay relevant and provide valuable resources to their patrons. 

How do you keep abreast with AI Tools:

  • Continuous Learning and Training: Educate yourself
    • Attend workshops, webinars, and conferences focused on AI and its applications in libraries.
    • Collaborate with experts in the field to gain insights into the latest AI trends.
    • Stay updated with relevant literature and research on AI’s impact on libraries.
  • Exploring AI Tools: Experiment
    • Take the time to explore and experiment with various AI tools like ChatGPT, Bard, and Bing Chat – there are no shortcuts
    • Understand the capabilities of each tool and identify potential use cases in a library setting.
  • Networking: Collaborate and ask Questions 
    • Join online communities, forums, and social media groups related to library technology and AI.
    • Engage in discussions and share experiences with other librarians who are integrating AI tools.
  • User-Centric Approach: How will it help my patrons and me
    • Regularly engage with library patrons to understand their needs and preferences.
    • Identify areas where AI tools can enhance user experience and provide personalized assistance.

Embracing AI Tools in Your Library: Test, Trial, Retest, and fine-tune

  • Teaching students and adults how to use AI tools as virtual assistants
    • Integrate AI chatbots like ChatGPT and Bing Chat into your lessons 
    • Learning about  tones and styles of writing
  • Enhancing Research: Practice using and playing to enhance
    • Offer workshops to teach patrons how to effectively use AI tools to conduct research and gather information.
    • Showcase how AI can aid in summarizing, extracting key points, and generating citations.
  • Data Management: Experiment and Trials
    • Explore AI solutions for efficient cataloguing and data organization, allowing librarians to focus on higher-level tasks.
    • Implement AI-powered tools to analyze usage patterns and make informed decisions about collection development.
  • Language Translation and Accessibility:
    • Integrate AI tools to aid in translating materials into various languages, promoting inclusivity.

Here are some resources to help us learn:

  1. Practical AI for Instructors and Students – Wharton School  (Part 1-4)
  2. AI tools on Wakelet
  3. Advanced Guide to ChatGPT Prompts
  4. 50 Prompts for Educators
  5. Chatgpt and Educators – Google Slides
  6. General information on AI

Visual Literacy with Picture Books – Part 2

By Readaloud No Comments

Empowering Students to Become Proficient Designers: Unleashing Creativity using picture books 

 As literacy champions, librarians foster a love for reading through storytelling. Read-aloud sessions have been an integral part of library classes; therefore, using components of visual literacy can take these sessions to new heights, captivating young minds and expanding their understanding of the written word.

Simply put, visual literacy is the ability to interpret, analyse, and create visual images. It encompasses a range of skills:  including observing, questioning, and making connections between visual elements. By incorporating visual literacy techniques into read-aloud sessions, librarians can engage children on multiple sensory levels and promote a deeper understanding and appreciation for the stories they encounter. Using these visual literacy strategies can help students become skilled creators of art and images across various media to create posters, presentations, websites,  films or any products that involve designing and media.

Visual literacy strategies for Picture Books

Composition and Context

Composition in visual literacy refers to the deliberate arrangement and placement of elements within an image. Through thoughtful composition, artists, and photographers guide the viewer’s attention, convey emotions, and communicate messages effectively.

When reading aloud, librarians can ask questions like :

  1. Describe the surrounding on the illustrations on this page. What is omitted? 
  2. What objects are visible in this image? What is missing? 
  3. How does the clothing of the character tell you about the character? 
  4. How do the placement and arrangement of things in a picture make you feel? Does it make you look at something specific?
  5. Can you find a picture where the way things are placed and arranged helps tell a story or show a message? What do you think the artist is trying to tell us?
  6. Why do you think artists and photographers must think carefully about arranging things in a picture?

All these aspects form the illustration’s composition to create a meaningful and cohesive visual narrative.

Context also refers to the cultural, historical, social, situational, and personal circumstances to which a text is composed and responded.

Colour, Hue, and Tone

Artists use colour to design picture book illustrations to evoke specific emotions, convey moods, and enhance storytelling. Colours have symbolic meanings and can evoke different responses. For instance, red may represent passion, anger, or vitality, while blue can signify peace, harmony, or coldness.

Teaching students to read illustrations through colours, help develop observational skills and analytical thinking as they interpret the emotional impact and symbolic associations of different colour choices.

In black-and-white images, artists often rely on contrast, light, and darkness to create visual interest and convey depth and mood. In black & white images,  we can examine the use of contrast, light, and darkness.

Questions to ask students:

  1. How do the colors used in the pictures make you feel? Do they make the story seem happy, sad, or something else?
  2. Can you think of a picture book where the color red was used? What emotions or feelings do you think the color red represents in that book?
  3. When you see a black-and-white picture, how can the artist make it interesting without using any colors?
  4. How can colors in a picture help us understand how a character is feeling or what they are like?
  5. Can you find a picture book where the color blue is used? What do you think the color blue means in that book?
  6. How does looking at the colors in a picture help you understand the story better?

Text Style

Consider the font, colour, size and placement used in the text. The use of fonts in a picture book plays a crucial role in conveying the book’s tone, mood, and overall visual aesthetic. Different font choices can evoke emotions and help define the characters, settings, and narrative style. For example, a playful and whimsical story may be complemented by a rounded and playful font, while a mysterious or spooky tale may feature jagged or ornate fonts. The text’s size, spacing, and formatting can impact readability and guide the reader’s eye across the page. The careful selection and placement of fonts contribute to the overall visual storytelling experience and enhance the reader’s engagement with the picture book. Use the image to check out these questions.

Questions to try with students are:

  1. How does the font style and size used in the text make you feel about the story? Does it match the mood or theme of the book?
  2. Can you find a picture book where the text is written in a playful or whimsical font?
  3. Why do you think the author or illustrator chose a specific font for the text? Does it help you understand the characters or setting better?
  4. How does the size of the text affect your reading experience? Does it make it easier or harder to read?
  5. Why do you think the author or illustrator made that choice?
  6. How does the color of the text impact your understanding and enjoyment of the story? Does it evoke certain emotions or make certain words stand out more?


Texture in illustrations for picture books refers to the visual representation of tactile qualities, creating a sense of touch or surface characteristics. It adds depth, dimension, and richness to the images, enhancing the overall sensory experience for the reader. Using texture, artists can evoke emotions, differentiate elements, and create a more immersive storytelling experience.

Questions to ask children when analyzing picture books related to texture:

  1. How does the texture in this illustration make you feel? Does it make you think of something specific?
  2. Can you describe the texture you see in this picture? Does it appear rough, smooth, bumpy, or something else?
  3. How does the use of texture contribute to the overall mood or atmosphere of the story?
  4. Does it help you imagine what it might feel like to touch the objects or characters in the illustration?

Visual literacy helps children look at pictures carefully, enhancing their observation skills, understanding visual communication, and fostering creative expression.

Resources to download:



Visual Literacy with Picture Books – Part 1

By Readaloud, Visual Literacy No Comments

In the world of literature, picture books hold a special place. Combining narratives with visually stunning illustrations. These images have the power to ignite imagination and instill a love for reading in young minds.

The joy of reading is complete when the wealth of information is married to visuals. This is based on the Constructivism approach, where the students construct new understanding when reading a story. When students read, they are engaged in understanding the story through text, and then analyzing visuals becomes a part of their new knowledge through keen observation and inferences.

Visual Literacy Is Analytical Thinking

Reading visuals, or analysing illustrations, is a valuable skill that goes hand in hand with reading comprehension. Just as we dissect the words on a page to uncover deeper meanings, exploring the visual elements of a picture book opens up a world of possibilities for critical thinking, collaboration, and attention to detail.

Visual literacy, the ability to interpret and make meaning from images, is a fundamental skill in today’s increasingly visual society. By engaging with the visual aspects of picture books, students enhance their understanding of the story and develop essential skills that can be applied across various disciplines.

Benefits of Visual Thinking
When we delve into the techniques of analyzing visual texts, we empower our students
– To think critically
– Ask questions beyond what meets the eye
– Sharing ideas and discussing the images leads to collaboration
– Keen observation
– Analytical thinking
– Learning how to create visuals

Here is a list of different strategies to help you teach and learn about visuals in picture books.

Different strategies to analyze visuals are identifying allegory, angles, body language, composition, colour, hue, and tone.
Using these strategies, librarians provide students with the tools to unlock the hidden layers of meaning in the illustrations they encounter.

1 Allegory in visual literacy

Fig 1

Allegory is a powerful storytelling technique where a story or visual image contains a hidden or symbolic meaning beyond its literal meaning. Allegory sometimes uses personification, giving humans shape to abstract concepts, and can be seen as an extended metaphor. Picture books are rich with examples of allegorical illustrations. For instance, a tree that represents growth and wisdom or a mirror reflecting self-discovery and identity. These visual cues give readers additional layers of meaning and invite them to engage in critical thinking. Allegory invites readers to explore the realms of imagination and symbolism, adding richness and complexity to their reading experience for older students.
For example:
– A Lone Star. A concise reflective metaphor about a poor little star. However, it can be a metaphor for a child:
– Thunder Storm can be an allegory to life,

2. Angles a visual strategy

Fig 2. Image Credit: @Niloufer

Angle is the second technique in analyzing visual texts; different angles play an important role in conveying a specific point of view. Angles are carefully chosen by illustrators to shape the viewer’s perception and evoke particular emotions or reactions. For example, low-angle shots, where the camera is positioned below the subject and looks upwards, create a sense of power and dominance. This angle makes the subject appear larger and more imposing, emphasizing their authority or strength.

Fig 3

On the other hand, eye-level positioning establishes a sense of equality and connection between the viewer and the subject. It allows readers to identify with the characters, immersing themselves in the story and fostering empathy. Picture book illustrations utilize angles to create meaning. This is a high-angle image that may give the symbol of courage and power.

By recognizing and analyzing the effects of different angles in picture books, readers develop a critical eye for visual storytelling. They become attuned to the intentional choices made by illustrators and gain a deeper appreciation for the impact of perspective in shaping meaning and interpretation.

Example: The angle in Fig 3 picture above indicates the power between the mother and the child and yet the closeness unlike Fig. 1

The second picture in Fig 3 indicates the closeness of the two characters as well as symbolizing an equal relationship; the positioning gives a sense of equality and connection of the two women.

Fig 4

The illustrator uses the low-angle shot/view in Fig 4. It gives the reader a glimpse into the cooked food (Poha).

3. Body Language and Gaze are other visual techniques:

Fig 5

When analyzing visual texts, paying attention to body language and gaze in picture book illustrations provides valuable insights into characters’ attitudes, emotions, and the overall narrative. Facial expressions, gestures, and body positions serve as powerful cues that reveal characters’ inner thoughts and feelings. A wide smile might convey happiness, while a furrowed brow could indicate worry or confusion. Open arms might signify welcome and warmth, while crossed arms may suggest defensiveness. By closely observing these subtle details, readers can better understand the characters’ personalities and motivations. Equally important is the direction of the character’s gaze. Where characters are looking can convey their focus, interests, and relationships. A character looking directly at another might indicate engagement or connection, while averted eyes could imply shyness or guilt. The characters’ gaze toward particular objects or elements in the illustration can also provide clues about essential plot points or themes.

Observe the gaze of the people audience on the main character. It is full of fear, some filled with awe and others with laughter. What might that tell you about the main character, or what might that tell you about the audience in the picture?

Fig 6

In the title of the picture book Kesar and the Lullaby Birds Fig 6, ask students to look at the characters’ gaze. Where is the mother’s gaze? What is she feeling? What is her mood? Where is the man’s gaze? Where is the child’s gaze? Tell me something about the character’s personality. (The father’s gaze is endearing, yet he has a questioning expression while looking at the baby. Mother seems tired and ready to go to bed. Her relationship shows warmth and an open, loving relationship in the family. The little child’s gaze is towards the father with a questioning look)

Visual analysis is taught in middle and high school; learning to analyze visuals with younger students helps students think deeply and learn to look for elements beyond the surface level.

More resources on this LINK

Transforming Learning: Personalized Professional Development for Librarians

By NEP2020, Professional Development No Comments

According to EdWeek, the COVID-19 pandemic has significantly impacted professional development for educators.

Professional development has become more critical than ever, with teachers seeking to improve their skills and adapt to new technologies and teaching methods. The pandemic highlighted the need for ongoing, continuous professional development rather than episodic and intense training, says Kate Kopland from the University of Delaware.

There is a growing recognition that to meet the needs of the students, it is essential more than ever to stay with the current educational theories and technology tools.

According to Springer Nature, librarians must stay current on academic integrity, AI tools, and education theories because they are crucial in promoting reading, academic integrity and ethical behaviour on campus.

Liferarian Association conducted a recent survey, and here are the study results regarding how Librarians desire to continue to be professionally empowered and updated.

Librarians from the following boards took the survey:

  • CBSE Schools: 47.4%
  • IB Board: 25%
  • International & IGCSE: 14.5%
  • ICSE: 9.2%
  • State Board: 3.9%

How would Librarians want to stay relevant as lifelong learners in their profession?

  • Engage with content independently and discussions with experts – 57.9%
  • Attending conferences – 36.8%
  • Lecture format of content and best practices – 31.6%
  • Have a 1-1 program and design their learning with a coach – 23.7 %
  • Self-paced content with assignments – 23.7%

How many hours would Librarians like to invest in their professional development?

  • 50% voted to invest time during weekends
  • 50% voted to invest time during weekdays

Areas of topics for Professional Development for Librarians include the following:

  • Reading Activities to Incorporate during Library Class for Secondary School 48.7%
  • Reading Activities to incorporate during Library Class for Primary School 40.8%
  • Creating a digital presence 36.8%
  • Research Skills Advanced Course for Secondary School and Tech Tools 36.8%
  • Library Promotion 32.9%
  • Research Skills Basic Course for Primary School 28.9%
  • Mapping Curriculum 25%
  • Social media and networking 25%
  • Weeding 21.1%
  • Library Catalog Management – 19.7%
  • Extended Essay 19.7%
  • Library Budget 17.1%
  • Inventory 13.2%

As educators, we understand the importance of staying up-to-date with the latest trends and developments in our field. This is especially true for librarians, who play a vital role in helping students access reading and evaluate information in today’s digital age. Designing Your Own Learning: The Power of Personalized Professional Development for Librarians.

Unlock Your Potential: Personalized Professional Development for Librarians! A Great Opportunity
Personalized professional development is a great option because:

  1. It allows you to tailor your learning experience to your specific needs and interests. This means that you can focus on areas that are most relevant to your work as a librarian.
  2. Personalized professional development is also highly effective. By engaging in hands-on, interactive learning experiences, you can gain practical skills that you can immediately apply to your work. This type of learning is often more engaging and impactful than traditional, lecture-style training.
  3. In personalized professional development, you can connect with a community of like-minded educators who are also committed to improving their skills and knowledge. This can be a valuable source of support and inspiration as you work to enhance your practice.
  4. Personalized and relevant professional development is an investment in your own growth and development, as well as the growth and development of your students.

Explore the many opportunities available today and take advantage of them.
Liferarian Association is offering Personalized Professional Development at Your Fingertips!

If you are interested, please fill out this form, Librarians Unleashed. Check out the upcoming Liferarian Conference July 2023. & Liferarian Coursework 

Librarians & Summer Camps

By Library Activities, Summer camps 2 Comments

Summer is almost here, and I am excited to share some ideas for summer camps! Whether you’re looking to keep your kids entertained or help them learn new skills to create a deeper connection to the community, here is the opportunity. Your summer activities can be implemented through laser-focused and personalised projects, instilling pride in customised learning. Here are some ideas that will help us librarians use this opportunity to upskill, experiment and develop some new skills.

  • Act as a Book Publisher: Ask children to act as book publishers; this is an opportunity to transform book clubs into Publisher Zone. This will help students get excited about reading and discussing books with their peers, provided you have students think as book publishers or editors and discuss why a book was published or what might be the latest trends in book creation. Or have students become publishers/editors giving suggestions on how stories can have different endings or characters or plots. You can use picture books with older students too. Finally, try and get a publisher to share their wisdom with the students OR get a book distributor to share the current trends of what children are purchasing and what trends they forsee.

  • Debate clubs: Debate clubs can help students develop critical thinking and public speaking skills, and this requires students to have access to the internet to find evidence for their topics. Be adventurous and try unconventional ideas. – Ask ChatGpt or Bing Ask for some ideas:
    Should we ban all forms of advertising?
    Should we abolish prisons for adolescents?
    Should people donate their organs?
    Should we have a universal basic income?
    Should we abolish caste reservations in India?
  • Art clubs can help students get more creative and find different ways to express themselves. All students love art. Some ideas:
    Plastic bottle arts and crafts
    Eggshell art
    Bracelets and other jewellery
    DIY art
    Wet paint art therapy 
    Marble painting
  • Video/Music/Movie/Story clubs: Music clubs can help students develop their musical skills and learn how to work together as a team. You could use AI tools like Sound Draw to create music or add music to their digital story. You could use Canva to create images out of text or Bing Image Creator to create images for your story plot.
  • Readers Theatre can help students develop their communication skills and learn how to work together as a team. This club always works successfully. And requires very little preparation once you have the scripts in hand.
  • Movie Critics: Learn how to write film reviews and become a movie critic. It is an art and a skill. Learning how to be a movie critic


    will teach us new skills and knowledge; when we teach it, it will deepen our understanding, instilling new interests and skills in children. To learn about movie critiquing, we must know a little about different film awards, movie genres, movie music, what it entails, music moods, camera shots, and more. Here is the resource

  • DIY: You can DIY your learning and curiosity and become like Aristotle, who believed in learning by doing. Project-based learning (PBL) is a way of teaching that focuses on student-centred learning. Some ideas for students to consider are:
    How to support and promote a local business.
    – Create a public service announcement (PSA) about a social issue.
    – Design a new product that solves a problem in your community.
    – Create a podcast about a topic you’re passionate about.
    – Build a website that showcases your school’s history or culture.

Always find a way to showcase students’ works and put them up on display, facing outward, open, and ready to catch the eye.

*All images are generated using Bing Image Creator using Anime style of art.

Library Collection Guidelines – CBSE NEP and International Boards

By Collection Development No Comments

Jamie Taylor jamiehowardtaylor, CC0, via Wikimedia Commons

The library collection policy for a CBSE school library should be based on the National Curriculum Framework (NCF) and the National Education Policy (NEP). The policy should include the following elements:

  • The library should have diverse books, including literature, non-fiction, reference materials, and digital resources.
  • The library should prioritize acquiring books that align with the NCF and NEP, focusing on Indian authors and works that promote inclusivity and diversity.
  • The library should actively seek out and acquire books representing India’s cultural and linguistic diversity, including regional-language books.
  • The library should provide access to various digital resources, including e-books, databases, and online journals.
  • The library should review and de-select materials that need to be updated, in better condition, or no longer relevant to the curriculum.
  • The library should work closely with teachers and students to ensure the collection meets their needs and supports the school’s curriculum and educational goals.
  • The library should have a system to monitor the collection usage and use the data to inform development decisions.
  • The library should also have a process for accepting donations and gifts of books and other materials.
  • The library should also have a process for interlibrary loans and document delivery to support the research needs of the school community.

Percentages of different genres in the library collection

Justori Genre.jpg – Wikimedia Commons under CCA

The percentage of different genres in the library collection can vary depending on the specific needs and interests of the school community.

However, as a general guideline, a balanced collection should include a mix of the following genres:

  • Literature: This can include fiction, poetry, and drama from various cultures and time periods. The percentage of literature in the collection could be around 25-30%.
  • Non-fiction: This can include books on subjects such as science, history, and social studies. The percentage of non-fiction in the collection could be around 30-35%. (However, this is being reduced due to the use of information online)
  • Reference materials: This can include dictionaries, encyclopedias, and other resources students can use for research and study. The percentage of reference materials in the collection could be around 10-15%. (This is also being reduced due to databases and online encyclopedias)
  • Digital resources: This can include e-books, databases, and online journals. The percentage of digital resources in the collection could be around 10-15%. (The increase is directly proportional to the number of devices students and faculty are using in schools)
  • Multilingual collection: The collection should represent India’s linguistic and cultural diversity, including books in regional languages. The percentage of multilingual collections in the library could be around 10-15%. A general guideline, a balanced collection should include a mix of books in different languages, including regional languages, to represent the linguistic and cultural diversity of India.

It’s important to note that this is just a general guideline, and the actual percentage of each genre in the collection may vary depending on the specific needs and interests of the school community.

I have not conducted a personal audit, but based on the National Curriculum Framework (NCF) and the National Education Policy (NEP), you can use them as a reference.

Difference between the library collection for a CBSE school and an International school library

The library collections of a CBSE school and an international school library have many similarities, but there are also some key differences.

  1. One of the main differences is that a CBSE school library is expected to align its collection with the National Curriculum Framework (NCF) and the National Education Policy (NEP) of India, which prioritize Indian authors and works that promote inclusivity and diversity. An international school library, on the other hand, aligns its collection with its specific curriculum, whether it is IGSC or any other.
  2. Another difference is that a CBSE school library is expected to have a significant percentage of its collection in regional languages, reflecting India’s linguistic and cultural diversity. On the other hand, an international school library may have a more diverse collection of books in different languages, including English, as well as books in other languages spoken by its student population, which may be French, Chinese, Japanese or Spanish.

Additionally, an international school library may have more resources to support students learning English as a second language, such as ESL materials and language learning software.

Similarities between CBSE and International School Curriculum:

  • Both libraries should have a diverse collection of books, including literature, non-fiction, reference materials, and digital resources.
  • Both should also prioritize the acquisition of books that align with the school’s curriculum and educational goals and actively seek out and acquire books that represent the cultural and linguistic diversity of the school community.
  • Both should have a system in place to monitor usage of the collection and use the data to inform collection development decisions.

It’s important to note that the specific collection of a CBSE or an International school library may vary depending on the school community and the region.

Library Collection policy for an IB school

The International Baccalaureate (IB) organization oversees the IB Diploma Program and provides guidelines for the development and management of school libraries but does not have a specific library collection policy. However, IB schools are expected to have a library collection that supports the school’s educational goals and mission and aligns with the IB’s philosophy of international-mindedness and intercultural understanding.

A library collection at an IB school should:

  • Be inclusive and diverse: The collection should reflect the cultural and linguistic diversity of the school community and the world and include books by authors from different cultures and backgrounds.
  • Support the curriculum: The collection should include resources that support the school’s academic programs, including the IB Diploma Program, and provide students with the information and skills they need to succeed in their studies.
  • Encourage reading for pleasure: The collection should include a variety of fiction and non-fiction books to encourage students to read for pleasure and develop a love of reading.
  • Be up-to-date and relevant: The collection should be regularly reviewed and updated to include current and relevant information and resources.
  • Provide access to digital resources: The collection should include access to digital resources, such as e-books, databases, and online journals, to support research and study.
  • Reflect the language profile of the school: The collection should be available in the languages spoken by the students and in English.
  • IB schools should also have a system to monitor the collection usage and use the data to inform collection development decisions.

The library staff should actively seek out and acquire books that align with the school’s curriculum and educational goals and represent the cultural and linguistic diversity of the school community.

It is important to note that these are just general guidelines. The most important role of the librarian is to provide the resources to match the curriculum and the specific needs and interests of the school community.

Should school libraries include romantic novels for teenagers?

By Collection Development, Librarian's Role, School Libraries 3 Comments

It is generally considered that teenagers above 14 years may read romantic books because it  can positively influence a teenager’s understanding of the complexities of relationships and serve as an essential tool for personal growth and self-discovery.

Reading any literature can also help teenagers develop their reading skills and expand their vocabulary. 

Here is a list of the positive impact of romantic novels: 

  • It can provide a safe outlet for exploring and understanding their emotions and experiences related to relationships and love. 
  • Reading about characters going through similar experiences can help teenagers feel less alone and more understood. 
  • Romantic literature often provides healthy and positive examples of relationships, which is beneficial for teenagers as they navigate the complexities of their relationships.
  • It can help them develop empathy and understanding towards others. They can explore different perspectives and emotions of characters in romantic literature.
  • They can develop the ability to relate to others and create stronger relationships. 
  • Reading romantic novels from other cultures gives us a more global perspective and understanding of culture and relationships. 

Some popular romantic Indian titles include:

The Secret Wish List by Preeti Shenoy

The One You Cannot Have by Preeti Shenoy

The Immortals of Meluha by Amish Tripathi

The Palace of Illusions by Chitra Banerjee Divakaruni

The Zoya Factor by Anuja Chauhan. 

These books offer a mix of romance, family dynamics, cultural traditions, and self-discovery.

A study published in the International Journal of Humanities and Social Science Research found that reading romantic literature can also positively impact readers’ emotional well-being. The study found that reading romantic literature can help improve readers’ moods and reduce feelings of stress and anxiety.

Here are a few romantic book titles for teenagers  (15 years and younger)

  1. To All the Boys I’ve Loved Before by Jenny Han
  2. The Fault in Our Stars by John Green
  3. Eleanor & Park by Rainbow Rowell
  4. The Summer I Turned Pretty by Jenny Han
  5. The Selection by Kiera Cass
  6. The Hunger Games by Suzanne Collins
  7. Twilight by Stephanie Meyer
  8. The Maze Runner by James Dashner
  9. The Selection by Kiera Cass

A balance of different genres of books and media is always recommended.

Here is a list of recommended Indian fiction for grades 12 years and above

More Indian Fiction from Good Reads

Here are a few examples of popular romantic fiction for young adults from other countries.

  1. China: “To Our Youth That is Fading Away” by Guo Jingming
  2. Korea: “Love Alarm” by Chon Kye-young
  3. Nigeria: “The Secret Lives of Baba Segi’s Wives” by Lola Shoneyin
  4. Spain: “The Red Notebook” by Antoine Laurain
  5. Eastern Europe: “The Museum of Abandoned Secrets” by Olga Grushin
  6. India: “The Immortals of Meluha” by Amish Tripathi.

Colleen Hoover’s romantic titles are trending in urban society. However, Colleen herself recommends her books to older students above 16 or above 12th grade. The content has explicit sexual descriptions and mature themes like rape and sexual assaults.

What can librarians do – include or not?

A balance of genres is important to create a robust collection to meet the needs of all students – intellectual, social and emotional well-being. It is important to provide recreational reading too.

It is also important to keep in mind that since we do not know each child personally, it is important to keep general romantic fiction in the collection and not very intense romantic novels because they may turn out to be triggers that we may not know. 

For example, several years ago – Thirteen Reasons Why? by Jay Asher, created quite a storm in teenage circles.

Differences between adult romance novels and young adult novels

Adult romance novels typically feature characters in their late twenties or older with complex relationships. They may contain explicit sexual content and mature themes such as infidelity, rape, divorce,  and ageing. 

Young adult romance novels, on the other hand, feature characters typically between the ages of 12 and 17 and may focus on themes such as first love, coming of age, and self-discovery. 

Additionally, young adult novels often concentrate more on the characters’ personal growth and development, while adult novels may focus more on romantic relationships.

Finally, a robust collection of all genres is recommended to build healthy individuals in society. Variety is the spice of life, and that’s why Librarians are an important part of the school eco-system.


Are You a NEP Ready Librarian?

By NEP2020, Professional Development, Professional Learning No Comments

What are NEP 2020 expectations for Librarians?

When NEP 2020 was released, I expressed my views from a librarian’s perspective on the Impact of NEP 2020 on Teacher Librarians (India)

After that, I am considering how we can take this forward and how librarians can be NEP-ready to support and build all forms of literacies for students to become meta-literate.

What does NEP 2020 say for Libraries:

The National Education Policy (NEP) 2020 is a policy document released by the Government of India that outlines the vision and goals for the education sector in India. It covers many topics, including early childhood care and education, school education, higher education, and vocational education. The NEP 2020 has several provisions that relate to librarians and library management.

  1. Use of Technology

One of the key expectations of the NEP 2020 for librarians is to promote technology in library management and make libraries more accessible to users. This includes using digital platforms and tools to manage library collections and services and provide users with access to a wide range of electronic resources.

     2. Use of Open Education Resources.

Librarians are also expected to play a key role in promoting the use of open educational resources (OERs) and other free, high-quality resources available online.

     3. Ethical Use of Information

Computer Communication

Librarians to support Information and Media Literacy

The NEP 2020 also emphasizes the importance of librarians as information literacy educators. It encourages them to collaborate with teachers and other educators to teach students how to access, evaluate, and use information effectively. Librarians are expected to play a key role in helping students develop the skills they need to be responsible digital citizens and use information technology safely and ethically.

      4. Best Practices

Finally, the NEP 2020 expects librarians to be proactive and adaptable and stay up-to-date with the latest trends and developments in the library and information science field. This may involve continuing education, professional development opportunities, and staying informed about new technologies and best practices in library management.

NEP 01: 

Enjoyable and inspirational books for students at all levels will be developed, including through high-quality translation (technology assisted as needed) in all local and Indian languages, and will be made available extensively in both school and local public libraries.


Librarians believe that they work hard to ensure they curate the best collection of books, print and digital, based on the budgets offered to them. But the question arises what can we librarians do to raise the bar of enjoyment and inspiration? How can we make our read – aloud of picture books lead to critical thinking? How can we build motivation through stories? How can we engage students and use higher-order thinking questions & discussions with our students? How can we engage in collaborative teaching and learning? How can we use visible thinking routines to develop open-minded thinking and a spirit of empathy? Liferarian Association is coming up with different workshops under the label – Are you a NEP-ready Librarian? Please fill out this form if you are interested in joining the coursework for building Literacy

NEP 02 

Public and school libraries will be significantly expanded to build a culture of reading across the country.


  1. Make sure the library is well-stocked with various books that reflect the interests and diversity of the school community. This can include fiction, non-fiction, graphic novels, magazines, and more.
  2. Create a welcoming and comfortable space for students to read and study. This might include comfortable seating, plenty of natural light, and quiet areas for individual or small group work.
  3. Encourage students to visit the library regularly by offering regular programs and activities, such as book clubs, writing workshops, or author visits.
  4. Partner with teachers to integrate the library and its resources into the classroom. For example, the librarian could work with teachers to create reading lists or suggest books that tie into the curriculum.
  5. Promote the library and resources to the entire school community through newsletters, social media, and other communication channels.
  6. Make it easy for students to access books and other materials by offering flexible borrowing policies, online resources, and other convenient options.

NEP 03

Digital libraries will also be established. School libraries will be set up – particularly in villages – to serve the community during non-school hours, and book clubs may meet in public/school libraries to further facilitate and promote widespread reading.


  • Host book clubs for different age groups or interest areas, such as a mystery book club or a graphic novel book club.
  • Offer a summer reading program with incentives for students who read a certain number of books over the break.
  • Partner with local bookstores or libraries to host author events or book fairs.
  • Host a “reading marathon” where students, staff, and community members take turns reading aloud from a favorite book or series.
  • Create a “reading buddy” program where older students are paired with younger students to read together and discuss books.
  • Invite community members, such as local writers or business owners, to come and speak about their careers and the role reading has played in their success.
  • Host a “reading challenge” where students can earn prizes for reading a certain number of books in a given time period.
  • Offer a book swap program where students can bring in books they have already read and trade them for new ones.
  • Set up a “reading corner” in a high-traffic area of the school, such as the main office or cafeteria, with comfy chairs and a selection of books for students to browse and borrow.

NEP 04

A National Book Promotion Policy will be formulated, and extensive initiatives will be undertaken to ensure the availability, accessibility, quality, and readership of books across geographies, languages, levels, and genres.


To meet the NEP 04, it is important to revise the library policy to include the following:

  • Increase budget for libraries
  • Introduce a virtual library website (not google slides)
  • Automatize the library collection using OPAC
  • Provide access to the catalog online in the library and outside
  • Curate a collection of print books and ebooks to reinforce 21st-century skills 
  • Open access to resources to ensure the availability of resources
  • Provide a variety of books in different languages
  • Provide different genres for all age groups of the school community
  • Invite volunteers 
  • Yearly professional development to be provided for Librarians (50 hours as recommended by CBSE)

I look forward to your comments or interested in joining the Are you a NEP Ready Librarian Coursework, please email me at, or you may fill out this form. (For more details, check out course 04)

Customized workshops are available for NEP Ready School Librarians email: or 

Assisted by Ai





What is AI?

By General No Comments

You see AI everyday!

Artificial intelligence (AI) is used in many aspects of our daily lives, often without us even realizing it. Here are a few examples of how AI is used in everyday life:

  • Virtual assistants, such as Apple’s Siri and Amazon’s Alexa, use AI to understand and respond to voice commands.
  • Email spam filters use AI to identify and block unwanted messages.
  • Many social media platforms use AI to personalize the content that users see in their feeds.
  • Uber and Ola use AI to route vehicles and calculate estimated times of arrival.
  • Online retailers use AI to suggest products, that’s AI
  • Many banks and financial institutions use AI to detect and prevent fraud.
  • When you add your query on Google Search bar, it prompts you with recommendations – that is AI
  • Grammarly and Microsoft use AI to predict words, phrases and checks your grammar.
  • When you ask a query on products, railway bookings and others you have a chatbot that is AI
  • Netflix and other video content make recommendations to you, that are governed by AI.
  • Voice recognition on phones uses AI.

What is AI?

AI has entered our lives. So what is AI? AI, or artificial intelligence, is the simulation of human intelligence in machines that are programmed to think and act like humans. These machines can be designed to mimic the way a human would think, learn, and make decisions. Some examples of AI include virtual assistants, such as Siri or Alexa, and self-driving cars. AI is an interdisciplinary field that combines computer science, psychology, philosophy, and many other fields to create intelligent machines.

It is a large language model trained by OpenAI to assist with answering questions and providing information on a wide range of topics. So, let’s just not watch technology pass by without capitalizing on it’s positive uses and use it to problem solve and build creativity.

Can AI replace Google?

As a large language model trained by OpenAI.  It is not able to replace Google or any other search engine. The purpose of Artificial Intelligence models is to assist with answering questions and providing information on a wide range of topics. It does not have the ability to browse the internet or index webpages like a search engine does. It is a tool that can be used to help with research and learning, but it is not a replacement for a search engine.

Are all answers provided by Open AI accurate?

As a large language model trained by OpenAI, it is designed to provide accurate and reliable information on various topics. However, it is not able to provide the most up-to-date information because the data has a fixed cutoff point. In addition, it is not able to verify the accuracy of the information it provides because it does not have the ability to browse the internet or access new information. It is always a good idea to double-check the information it provides from many reliable sources.

Try this out by signing up with:

Please note – this blogpost was created with the help of ChatopenAI in less than 10 minutes.

How can Librarians use AI?

Librarians can use it to

  • Generate ideas
  • Brainstorm topics
  • Provide a quick overview of a topic to our patrons
  • Find a way to simplify complex concepts and explain them in simple ways.

These images were created in less than 5 minutes on DALL-E