With the advent of the electronic age, videos, internet, mobile etc. the modern youth has no patience to wrap himself/herself with a book. Notwithstanding the argument that knowledge construction does take place through all these modern tools, what reading could achieve for a person is all these and more. Reading establishes a communion with the mind more directly. As the adage goes “pen is mightier than sword”. Hence it is imperative that our students imbibe and preserve the valuable habit of reading.
Reading can transport the reader to different worlds in time and space. (S)he can passionately and emotionally wedge with the author, melt into his/her perceptions of the world, match one’s own understanding and perceptions and get pensive about the contextual relevance. This ultimately leads to fusion and amalgamation of truths and beliefs and helps in strengthening an evolving value system. No wonder well-read people are generally men of character. This gives the school direction in the right choice of reading to be provided to the students.
Reading further keeps the mind engaged and hence enhances the strength of mind which indeed is essential for remaining mentally healthy unto the last. It keeps the mind occupied and hence it no longer serves as the devil’s workshop. The person is proactive and progressive in contribution to the society. The person never feels lonely if only in the company of a book or reading materials.
Going a step further one could say that reading helps the reader to turn inward, dig deeper into his innermost recesses and explore the unexplored realms of human consciousness. Great philosophers and authors have also been voracious readers. Armed with the conviction that their reading has given they are capable of penning worthwhile reading material themselves and add to the repository of books.Thus the consequence of reading is to elevate and ennoble.
Curricular strategies
Create Interest, initiate and induct: The first experience is always the best experience. Hence first reading should be for pleasure reading and hence the obvious choice is “stories”. In pre-primary stories are narrated with pictorial support but with limited text. Here the focus is on listening skills. There are bed time stories for which the parents can be coopted to read out of books. Cartoon stories, chandamama, fairy tales centered around children and pet animals, moral stories, legendry tales, whatever the choice be, the child should know that such interesting things are generated from a book. Any activity that does not emphasize the book being the source of interest will not bear a direct promotion of reading habit.
In grades 1-2, the child should be encouraged to read independently though aloud. The choice of the books could be the same as in pre-primary; the difference being the child handles the books more independently and grows fond of them even to the extent of being possessive. The library experience should be so as to show the variety and the extensive choices. Picture books should serve both ways to tell the story as well as help create a story. The text books themselves should be a source of interesting and illustrative reading,wherein the directive knowledge is transmitted in a narrative mode of providing a simulation of the real world experience. Reading corners are to be created to provide the reading room atmosphere of a library though on a much smaller scale under the aegis of class library program. This will initiate the child into the world of books, to step into it not with trepidation but with joy and the child would be automatically drawn to explore the books that (s)he comes across.
In grades 3-5 the child should be able to choose his reading material under supervised guidance and also gradually encouraged to read silently and comprehend. The extent of comprehension can be elicited by pointed questions initially and later by general reflection of the child in various directions. Short stories are advocated. At this stage the child should also be encouraged to read posters, hoardings, notice boards, the quotations displayed in the library, and other school premises, headlines from Newspapers, children magazines etc.
From class 6 onwards the child grows up enough to read novels woven around children, school etc such as Swami and his friends, Enid Blyton, PG Wodehouse’s school stories series, Mark Twain, Harry Potter etc. Since psychologically this stage is one of emulation and hero worship tales of great leaders, local stories on freedom fighters who have not found a national presence through text books, life history of scientists, their experience before a discovery/ invention should figure in the child’s reading domain. Poetry appreciation could also be attempted where the child identifies with the poet’s mood, tone and tenor and the child is ready to traverse the world, space along with the narrator. Only when exposed to science fiction etc, the child should be cautioned about fiction vs. reality so that (s)he does not attempt things beyond human capacity and harm himself/herself.
Classes IX and above is a stage that is really challenging. The child runs through a period of emotional turbulence torn asunder by changes all around him/her and within himself/herself. At the same time it has an intrinsic potential to dream and invent. The physiological changes lay the foundation for the questioning attitude towards anything and everything. This is a stage when the children can neither talk to the younger group nor the elders for fear of being mocked at. The questions rise and die within themselves. The best companion to assist and provide answers in this age is indeed a balanced well-chosen and the right kind of book where the communion is silent and sans inhibitions. The ever tormenting queries in the child’s mind that are shared explicitly by the characters through the pages of a book captivatehim/her and the child emerges gleaming with new knowledge. The great shifts in value based beliefs in the diversity of circumstances when justified through a coherent narrative add meaning to apparent contradictions and conflicts which add up to desirable convictions. This is very essential for combating future challenges and proper decision making.Reading classics, epics have their own value additions to one’s outlook on life. However it devolves on the school in providing the right kind of books that would not mislead. The onus of not letting the child in the hands of bad books is on the school and the teachers. The teachers should be persons of character and noble aspirations so as to inspire and imbibe. The librarian should be a friend, philosopher and guide. He/she should serve as a confidante and enable the student access the right kind of novels/books that deal with burning contemporary issues. The students are encouraged to voice their inner reflections through book reviews in their peer group and selected group of adults. They should be encouraged to collect and collate material for contentious issues of life and society through intensive reading of books, journals, magazines and newspapers. Reading editorials in newspapers ought to be a compulsory component as it enhances critical thinking abilities.In fact all subject teachers should seamlessly integrate such activities in their classroom transactions as well so that reading becomes a spontaneous activity.
How the students select the just right books:
Initially the students are guided to choose books based on what they enjoy most, judging whether they are able to read any page easily and with fluency except for a few words, whether by a continuous reading they are able to comprehend the general import.
A peer group exchange of books by rotation can be a source of such choices.
Famous authors are common knowledge and the students are drawn to choose books by these authors.
The parents may be a source of inspiration.
As the children grow their independence too increases. The books are chosen for their power to captivate, books that are gripping, thrilling, suspense ridden with clever critical appreciation of events, action packed, which have romantic appeal, centered on a hero who appears through different novels of the same author,certain revelation of historical facts hitherto not chronicled, and many other factors.
In the library the librarian should display the books in specific array as per principles of classification, organize a tour of the library, allow open shelf selection, organize reading room with spread of magazines and newspapers, book previews, digital catalogue.
The students read a synopsis of the theme/plot from cover briefs matching it with their taste and interest and then select.
The reviews in public domain are yet another driving force.
By motivation to read novels on which movies are based to experience the difference f impact and the power wielded by a book on the readers as compared to that ofthe movie.
Apart from school libraries the students can be encouraged to be members of other central libraries in the local vicinity.
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