NCERTNCERT · Library & Documentation DivisionInnovative & Sustainable Library Practices · NEP 2020
Training Manual 2026–27
Innovative & Sustainable Library Practices
Module05

Service Delivery · Library Services

Library Services

Under NEP 2020 and NCFSE 2023, the school library is a learning accelerator. This module sets out the services that make it one — from daily routines to annual events — spanning FLN, multilingual and inclusive provision, ICT-enabled access, green practice and teacher–librarian collaboration.

10 learning objectives10 sectionsModule 5 of 11
FLNNEP 2020NCFSE 2023Competency-Based EducationNDLIDIKSHAOPACUDLMultilingual collectionMaker-spaceAnnual Library Development PlanTeacher-librarian collaborationInclusive library servicesICT-enabled servicesCommunity learning hubGraded readers

Learning objectives

Tap each objective as you work through the module to track your progress.

  • Understand the evolving concept and purpose of school libraries within NEP 2020 and NCFSE 2023.
  • Analyse the library’s role in strengthening Foundational Literacy and Numeracy (FLN).
  • Explain how multilingual, culturally rooted and inclusive resources support equitable education.
  • Explore experiential, inquiry-based and activity-based learning supported by library services.
  • Examine ICT-enabled and digital library services aligned with NEP 2020’s digital-literacy goals.
  • Evaluate practical daily, weekly, monthly and annual service models that enhance engagement.
  • Identify inclusive, accessible practices promoting UDL and equitable participation.
  • Assess the library as a community learning hub for cultural, social and academic engagement.
  • Understand teacher–librarian collaboration for competency-based learning under NCFSE 2023.
  • Develop professional management practices — record keeping, evaluation and sustainable planning.
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5.1

Introduction

Once viewed as book repositories and silent reading zones, school libraries are redefined by NEP 2020 and NCFSE 2023 as dynamic learning centres — hubs of FLN, inquiry, experiential learning, digital resource use, multilingual literacy and inclusive education. NCFSE 2023 treats the library as a ‘learning accelerator’ supporting competencies across the Foundational, Preparatory, Middle and Secondary stages. This module sets out conceptual models and practical, implementable services: daily routines, event-based services, reading programmes, ICT initiatives, record-keeping, inclusive services, outreach, teacher-librarian collaboration and sustainable planning.

5.2

Library Services in the Policy Context of NEP 2020

  • FLN: age-specific readers, phonics-based and picture books, graded readers and story sessions; classroom library corners and daily read-aloud sessions support NEP’s goal that every child achieves grade-level reading ability by Grade 3.
  • Multilingual & culturally rooted learning: multilingual and multicultural collections — bilingual books, regional literature, folk tales, local history, IKS texts and local-language dictionaries — reinforced through Multilingual Reading Days and Mother-Tongue Storytelling Circles.
  • Experiential & inquiry-based learning: maker-space corners, science-experiment kits, maths-puzzle sections and thematic displays support play-based, inquiry-driven pedagogy.
  • Digital learning & ICT: digital databases, NDLI, DIKSHA, e-Pathshala, e-books, audiobooks and educational videos, plus Safe Internet Practices training and Digital Literacy Orientation.
  • Inclusive education & UDL: tactile and Braille books, large-print materials, screen readers, assistive technologies, wheelchair-accessible spaces, quiet zones, and inclusive programming such as Sign-Language Storytelling and Audiobook Clubs.
  • Community learning hubs (Sec. 7.8): community reading programmes, heritage exhibitions, parents’ reading workshops and neighbourhood book clubs.
5.3

The Role of School Libraries Under NCFSE 2023

  • Competency-Based Education: resource-rich environments — subject corners, curated reading lists, digital platforms, project kits and inquiry stations — with Book-to-Project assignments, portfolios and reflective journals.
  • Play-based, art-integrated, activity-based learning: craft books, folk-art collections, children’s poetry and dramatisation scripts; Puppet Reading Shows, Story Theatre and Art-from-Books workshops.
  • Multidisciplinary learning: dedicated zones for Mathematics, Science, Arts, Social Sciences, Technology and Environment — e.g. a ‘Science Station’ or a ‘Mathematics Wall’.
  • Assessment for learning: research presentations, book-review diaries, reading assessments, portfolios and student exhibitions.
5.4

Practical Library Services: Models and Demonstrations

Daily services

  • Scheduled library periods; morning reading rituals (‘Thought of the Day’); daily book lending and returns; a reader support desk; newspaper and magazine corner; and digital access sessions (NDLI, ICT tutorials).

Weekly services

  • Storytelling hours (puppets, audio, enactments); reading clubs; library patrol teams; ‘Theme of the Week’ displays; and Digital Literacy Friday (OPAC, NDLI, safe browsing).

Monthly services

  • Book exhibitions; Author/Poet of the Month; student book talks; ‘Read 5 Books a Month’ challenges; parent engagement sessions; and library-supported multidisciplinary projects.

Annual services

  • Library Week (poster-making, storytelling festival, author meets, quizzes, book fairs); Community Reading Day; Heritage and Cultural Week; Student Library Awards; and an Annual Reading Survey.
5.5

Inclusive Library Services: Design and Practices

  • Tactile and Braille collections for learners with visual impairment.
  • Audiobooks and text-to-speech tools for diverse reading abilities.
  • Quiet rooms and sensory learning kits for neurodiverse learners; large-print books for low vision.
  • Wheelchair-friendly layouts (ramps, wide aisles, adjustable furniture) and inclusive reading sessions where all learners participate.
5.6

ICT-Enabled and Digital Library Services

  • Digital reading stations (tablets, computers); access to NDLI, DIKSHA, Virtual Labs and e-Pathshala.
  • QR-code book information systems; OPAC usage training.
  • AI-assisted tools for summarising, translating and searching; digital-literacy curriculum integration aligned with NCFSE competencies.
5.7

Sustainable and Green Library Services

School libraries contribute to environmental sustainability through seed libraries, green reading corners, recycled-paper craft activities, energy-efficient lighting and plastic-free initiatives. These practices support SDG 4, 12 and 13.

5.8

Teacher–Librarian Collaboration Models

  • Collaborative lesson planning — integrating books into subject lessons.
  • Subject-specific resource packs curated for teachers.
  • Library-supported assessments — research tasks, portfolio work and book-based assignments.
  • Professional-development sessions where librarians train teachers on digital tools and resources.
5.9

Library Record Management and Evaluation

Professional management requires accession registers, issue-return logs, book-review records, visitor logs and digital-access logs, plus an Annual Library Development Plan (ALDP), monthly reflection reports, audit frameworks and performance indicators.

5.10

Challenges and Opportunities

Challenges include limited budgets, ICT gaps, staffing shortages, lack of training and weak community participation. Opportunities include NEP and NCFSE policy support, expanding digital access, OER availability, national reading campaigns and a growing emphasis on holistic education.

Conclusion

School library services are central to the transformation envisioned by NEP 2020 and NCFSE 2023. With rich collections, inclusive practices, ICT-enabled tools, sustainable models and pedagogically aligned activities, libraries become powerful learning ecosystems that enhance literacy, creativity, critical thinking, digital competence and cultural rootedness.

Practical services — daily, weekly, monthly and annual — embed library practice in school culture. Through collaboration, professional training and innovative delivery, school librarians can play a transformative role in shaping the future of education in India.

References

  1. IFLA. (2015). IFLA School Library Guidelines (2nd ed.). International Federation of Library Associations.
  2. Krashen, S. (2018). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.
  3. Ministry of Education. (2020). National Education Policy 2020. Government of India.
  4. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge. Teachers College Record, 108(6), 1017–1054.
  5. NCERT. (2023). National Curriculum Framework for School Education (NCFSE). NCERT.
  6. UNESCO. (2016). School Libraries and Literacy: A Guide for Educators. UNESCO.

From learning to practice

Apply & Practise

✎Project Work

1.How do school library services contribute to achieving FLN as envisioned in NEP 2020?

GuidanceCover FLN provisions of NEP 2020; the role of picture books, graded readers, read-aloud sessions and library corners; and practical school-based FLN library activities.

2.Evaluate the role of digital and ICT-enabled library services in supporting digital literacy under NEP 2020 and NCFSE 2023.

GuidanceCover ICT/digital-learning provisions; NDLI, DIKSHA, OPAC, QR codes and e-resources; and school-level digital-access practices.

3.Discuss the importance of inclusive and accessible library services with reference to NEP 2020.

GuidanceCover the NEP inclusion framework (Sec. 6.8); UDL principles, tactile books, screen readers and quiet zones; and examples of inclusive school practices.

4.Describe how school libraries can function as community learning hubs as per NEP 2020.

GuidanceCover NEP Sec. 7.8 (schools as community centres); community library events, parent workshops and heritage exhibitions; and practical rural/urban models.

5.Explain the significance of teacher–librarian collaboration in improving curriculum integration and competency-based learning.

GuidanceCover the NCFSE 2023 competency framework; collaborative lesson planning, resource packs and library-supported assessments; and examples of project-based learning.

⚒Hands-on Activity · Design a One-Week Library Service Calendar

Format Small groups (3–5)Time 40–50 minutes

Objective. Participants plan a realistic, NEP 2020-aligned weekly library service schedule balancing daily routines, engagement activities, ICT access and inclusive provisions for a specific school stage.

Materials
  • A blank weekly calendar template per group (Monday–Saturday, five slots per day, A3).
  • A set of 30 ‘service cards’ naming specific services from the chapter (Storytelling Session, Digital Literacy Friday, Morning Reading Ritual, Audiobook Club, Theme of the Week, Newspaper Corner, Reader Support Desk, Library Patrol Team…).
  • Colour markers (Daily, Weekly, Inclusive, ICT-enabled); a school-profile card per group (e.g. rural primary, urban middle, tribal residential); a Chapter 5 quick-reference card.
Steps
  1. Read the brief (5 min): each group reads its school profile; the calendar must include at least two daily services, three weekly activities, one inclusive service and one ICT-enabled service.
  2. Sort the cards (8 min): groups sort cards into Daily / Weekly / Inclusive / ICT-enabled using colour coding, discarding irrelevant ones and adding their own.
  3. Build the calendar (15 min): place cards into slots with service name, duration and target group; justify one FLN slot with its NEP 2020 reference.
  4. Annotate (7 min): for each slot note one resource required and who is responsible (librarian, teacher, student volunteer, parent).
  5. Peer review (5 min): swap calendars; reviewers check the four minimum requirements and note one strength and one gap.
  6. Revise & present (5 min): make one revision from feedback and present the schedule in 90 seconds, highlighting the most innovative or inclusive slot.
Deliverable. A fully annotated one-week service calendar with at least six slots (name, duration, target group, resource, responsible person) plus a peer-review note.
Debrief questions
  • Which service would be hardest to sustain weekly given your school’s constraints, and what one low-cost solution could make it feasible?
  • How does scheduling an explicit FLN slot shift the librarian’s role from custodian to active learning partner?

☑Worksheet & Self-check

Tap an option to check your answer instantly. Short-answer model responses are drawn from the manual’s answer key.

Q1.NEP 2020 sets a specific reading target linked to school library services. What is it?

Answer: B. NEP 2020’s goal is that every child achieves grade-level reading ability by Grade 3, which libraries support through read-aloud sessions and graded readers.

Q2.Which section of NEP 2020 is cited as encouraging schools to function as community learning centres?

Answer: D. Section 7.8 of NEP 2020 encourages schools to act as community learning centres, requiring libraries to organise community reading programmes and heritage exhibitions.

Q3.Which SDGs are named as being supported by green school library services?

Answer: B. Green library practices such as seed libraries, energy-efficient lighting and plastic-free initiatives support SDG 4, 12 and 13.

Q4.Which of the following is described as an annual library service activity?

Answer: D. Community Reading Day — a day dedicated to inviting local community members to engage with the library — is listed under annual services; the others are weekly or monthly.

Q5.What does the chapter say about NEP 2020’s mother-tongue provision and its implications for library collections?

Model answer. NEP 2020 emphasises education in the mother tongue or home language until at least Grade 5 (Section 4.12), which requires libraries to maintain a multilingual and multicultural collection — including bilingual books, regional literature, folk tales, local history resources, indigenous-knowledge texts and dictionaries in local languages — reinforced through activities such as Multilingual Reading Days and Mother-Tongue Storytelling Circles.

Q6.Describe the four types of practical library service schedules the chapter outlines and give one example activity for each.

Model answer. Daily services (e.g. structured book lending and returns); weekly services (e.g. storytelling sessions using puppets or dramatic enactments); monthly services (e.g. book exhibitions of new arrivals or themes); and annual services (e.g. a Library Week celebration with poster-making, storytelling festivals, author meets and book fairs). Together these make the library an active, embedded part of school culture.