Children’sLiterature

Developing & creating access to

in Indian Languages

AN INITIATIVE OFTATA TRUSTS

SIR DORABJI TATA TRUST SIR RATAN TATA TRUST JAMSETJI TATA TRUST N.R. TATA TRUST J.R.D TATA TRUST

J YS OF READINGSPREADING THE

ParagIS AN INITIATIVE OF THE TATA TRUSTS THAT

SUPPORTS DEVELOPMENT, DISSEMINATION AND USE

OF CHILDREN’S LITERATURE IN INDIAN LANGUAGES,

TO PROMOTE READING AMONG CHILDREN.

The importance of extensive use of reading material beyond school

textbooks, including variety of children’s literature in Indian languages,

is emphasised in key policy documents, such as the National Curriculum

Framework, 2005. Education research widely recognises the role of easy

access and meaningful use of children’s literature in classrooms and

homes. For example, according to the landmark report ‘Becoming nation

of readers’ (1985) “Read aloud (of storybooks) is single most important

activity for building the knowledge required for eventual success in

reading”. Reading to children, starting with young, pre-schoolers plays

a key role in developing and sustaining motivation for reading among

children. However, access to age-appropriate, engaging reading material

in regional languages remains a major challenge for children in India.

Only a handful of publishers in India are engaged in quality publishing of

children’s literature in Indian languages. A study of the sector commissioned

by the Trusts showed that the children’s literature market is mere 5% of total

publishing. While India has a large school going population, quality literature in

children’s home language is limited. Secondly, school libraries can be the most

ef�cient source of access to literature for majority of children, who are enrolled

in schools, but do not have books at home. However, 74% schools do not have

functional libraries.

The Problem Statement

The lion’s share of literature for children is available in English and targeted at urban readers. Indian languages are mostly neglected.

Of the 100 publishers comprising the organised CL sector, only 15-20 produce quality original content.

School or public libraries are the only channel of access for majority of children because of low purchasing capacity of 84% population. Yet, less than 1 in 4 school libraries are ‘in use’.

Lack of investment in grooming young talent to add new authors/illustrators and no training avenues for school teachers/librarians to select and use literature in an engaging manner.

NON-AVAILABILITY OF CHILDREN’S LITERATURE IN INDIAN LANGUAGES

LACK OF ORIGINAL AND CONTEXTUAL STORIES

LIMITED CHANNELS OF ACCESSLIMITED OR NO CAPACITY BUILDING AVENUES

*For more details on key issues see the summary of study on children’s literature sector commissioned by the Trusts

key issues*

52 Parag books in recommended list prepared by NCERT

7 out of 10Parag books are priced below `50

SIGNIFICANT OUTCOMESchildren improved

their reading competence

Intensive work at pilot scale in150 libraries has reached

out to 14,000 children

Developed training modules in Marathi and Kannada

Developed �rst librarycourse for children’s

librarians in Hindi

`507 to 9 out of 10 books rated 4 on a scale of 5 byseveral expert reviewers

286 O

RIGINAL TITLES 9 LANGUAGES

892

REP

RINT

S9O LAKH READERS

2007-14

Libraries

Capacity Building

As the Infographic on Signi�cant Outcomes shows, Parag has over the past

seven years supported the development of quality children’s literature in

regional languages. Parag supported books have original stories that are

both contextual and global, cover a variety of genres including picture

books, activity books, non-�ction, animated stories and teacher resource

material. Parag has supported school and community libraries for ensuring

access to quality books. It has created avenues to promote young talented

authors and illustrators. Parag workshops and programmes have trained

librarians, teachers and educators besides creating resources on setting up

and running active libraries, book selection and using libraries to enhance

reading skills.

2007-14

Addressing Key Issues

Snapshot of the Next Five Years (2015-20)

LIBRARIES Parag will set up and support 600 libraries reaching 1.2 lakh

children. The library activities will aim to ensure that students demonstrate

increased motivation to read. Libraries will be piloted in Community Information

Resource Centres (CIRC) to use eBooks and Open Education Resources for

bridging the digital divide.

BOOK DEVELOPMENT The 550 new titles will include 100 books for

children with special needs and 100 eBooks. These books will have a

cumulative readership of 1.55 crore. Parag titles will be made available under

Creative Commons and through various online libraries and platforms.

GROOMING PROFESSIONALS Parag’s Library Educator’s Course will be

offered in multiple languages, covering 460 librarians/educators, who will in

turn, reach 240,000 children. The course will also be offered as a Massive Open

Online Course (MOOC). Under an innovative course for illustrators, 90 young

children’s illustrators will be groomed.

TECHNOLOGY INNOVATION FUND Institute a fund to encourage

development of book apps, digital solutions to delivering eBooks and reaching

as many children as possible and host pilot projects to use children’s literature

to bridge the digital divide.

PARAG CELL Set up a Parag Cell to drive the initiative and address gap

areas, including meaningful use of technology to promote reading for pleasure.

THROUGH STRATEGIC INVESTMENT AND PARTNERSHIPS,

PARAG WILL RAISE THE BAR FOR QUALITY CHILDREN’S

LITERATURE IN INDIAN LANGUAGES WITH A COMMITMENT

TO MAKE READING FOR PLEASURE AN INTRINSIC PART OF

EVERY CHILDHOOD EXPERIENCE

600SET UP

LIBRARIES550ADD

NEW TITLES

1.55 CrADD

READERS

580GROOM

PROFESSIONALS

Make extensive use of technology to multiply reach of books in different formats

BASED ON THE PAST WORK AND LEARNINGS, PARAG AIMS TO

550ADD

NEW TITLES

For more information & feedback write to us at parag@tatatrusts.org