Library Collection

Mar 11 2023

Library Collection Guidelines – CBSE NEP and International Boards

By Heeru Bhojwani 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.

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.
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.

Jan 28 2023

Should school libraries include romantic novels for teenagers?

By Heeru Bhojwani Collection Development, Librarian's Role, School Libraries 5 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)

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

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

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

Dec 14 2018

Genrefication – What and Why?

By Heeru Bhojwani Collection Development, General No Comments

This term genrefication was created in the Urban Dictionary in 2008 and is defined as an exercise of classifying books, magazines, films into specific genres or categories. Genrefication of the collection started with an intent to help users locate the resources speedily. This genrefication first started in bookstores and music stores, the owners classified music according to the genre, for example, all the romantic songs were categorized under Romance, rock music was categorized as – Hard Metal, Rock and Roll and others. The same genrefication process found its’ way in bookstores, all mysteries were clubbed together, while mythology and religious texts were classified in one area and so were self-help books, making it easier for every reader. This helped customers locate what they were looking for efficiently and speedily.

Looking at the successes with bookstores and music stores, librarians decided to break a few conventions of the traditional Dewey Decimal Classification (DDC) rules to accommodate and popularize the libraries. Schools and college libraries now started categorising fiction and nonfiction books to meet the needs of the school.

In my school, in the Elementary Section, we separated the picture books, series of fiction, comic or graphic novels, mysteries, historical fiction, fantasy and science fiction from the formal DDC that we had followed in the past. In the Secondary Section of our school, we classified the fiction into various genres ranging it from realistic fiction, sports fiction, historical fiction, mystery, supernatural, science fiction, fantasy, biographies, adult Indian Fiction. We divided our collection into a few genres and not all. We continued to also maintain the Dewey Decimal Classification for the nonfiction books.

Genres Examples – CC

By doing this we noticed that students were able to get to the titles quickly, they had more time to browse the blurbs of the stories and were able to quickly identify the books in the series.

Yes, it was a big task, rearranging the books, it was a big project that we librarians had undertaken and took a couple of months. But it helped students access the books that are purchased for their learning. Teachers too found it easier to locate the resources for teaching and supporting student learning. Susanne has very well defined and discussed the pros and cons on her website.

According to my experience, I noticed:

Children were becoming more independent and could locate similar-books of their interests
Children were comfortably recommending and taking ownership of the library as their space
Circulation of books increased
Students could easily identify genres and eager to try new genres
The library looked different and better
Book talks became more natural and fun to share with children.
A friendly and comfortable environment for students to access books

Should you want to genrefy your collection and want to discuss, you are welcome to email me.