The school library is the central focus in the teaching and learning process. The emphasis these days is very much on learning and developing information acquisition skills, instead of teaching. Rather that wait to be taught to master facts, students now needs to be taught information acquisition skills and how to learn. The role of the teacher-librarian, therefore, includes encouraging students to cultivate both individual and collective habits of reading more especially when reading is not part of our background at home.
One of the major goals of the school library is to inspire a love for reading--to promote a reading culture among its users. This implies the need to create the awareness of written letters, the need to read not only textbooks but also to engage in creative, leisurely, and pleasurable reading (Segum 1995). The library can do this by:
* Making available a collection of books, magazines and audio-visual materials.
* Providing a conductive environment for:
* Story telling,
* Research; and even
* Debate and drama.
* Providing library and study skills on how to find books and maximize their utility;
* Providing tips on reading skills through interactive talks, video tapes and films; and
* Promoting a variety of activities that could enhance love of reading and libraries.
Reading is usually a private act, a personal and individual relationship with a book; but then, it is the environment as long as it is favourable, which according to Gault (1982: p 16) encourage the setting up of this relationship. The school library must in this case serve as the needed environment. And this it should do, by integrating itself completely into the educational system to achieve the overall objectives of the school. And what, better ways are there to do this than to stimulate the intellectual growth of the child through the provision of appropriate instructional materials for teachers and reading materials for students. It should go further by not only transforming itself into a research centre of some sort where students are taught how to sift data through independent reading, but also by providing a workshop setting for supervised studies of individuals and groups.
This paper presents a selective review of studies conducted in India and abroad, including Anderson (2007), Shahriza (2007), Train (2007), Bostrom & Lassen (2006), Corradini (2006), Dent (2006), Celep & Cetin (2005), Brier & Lebbin (2004), but this type of research is unusual, since it studies the reading habit of the senior secondary students. Schools curriculum incorporates an expressive and exploratory from interactive education system, so that they develop an inquisitive mind and discover the power of self-determination and discipline to grow up into successful professionals and good human beings.
Limitation of the Study
The present study is limited to the senior secondary students belonging to five senior secondary schools i.e. Kendriya Vidyalaya New Cantt, Maharishi Patanjali Vidya Mandir, Mary Lucas School, St. Joseph's College, St. Mary's Convent Inter College of Allahabad City, U.P. (India).
Objectives of the Study
The objectives of this study is to find out the mother tongue, motives of study, reading materials borrowed from library, time spent for the serious reading, use reference materials, languages of newspaper that read daily, sections of newspapers read, place of reading, and to develop some suggestions for solution of the problem. This study will help to establish whether senior secondary schools are on par with their peer in other countries in the acquisition of intellectual skills.
The study uses the case study method. A...