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Wednesday, July 18, 2012

Walk in Interview for Apprentices for the year 2012-13 at DESIDOC, New Delhi


                     Defence Scientific Information & Documentation Centre
                                                   Metcalfe House, Delhi-110054
  
                       Walk in Interview for Apprentices for the year 2012-13
  
            Defence Scientific Information & Documentation Centre (DESIDOC) under the aegis of Defence Research & Development Organisation (DRDO), Ministry of Defence will hold walk-in interview for recruitment of apprentices for one year training in the following disciplines.          
Essential Qualifications                                 No. of Vacancies    Date of Interview
(a)Degree in Library & Information Science              08                  06 August 2012
(b)Diploma in Library Science  (Two Years)              06                  07 August 2012
(c)Degree in Computer Science (B.Tech only)           06                  08 August 2012
                
            The stipend rates for Degree holder Rs.3560/- (fixed) per month and for Diploma holders (2/3years) Rs.2530/-(fixed) per month will be paid as per latest Govt. Rules. The walk in Interview will be held  at 9.00AM at DESIDOC. The Candidates who have  obtained less than 60% marks in their final exams and passed out before the year 2010  will not be considered for apprenticeship. The candidates should bring their Bio-Data giving complete personal details, qualification and experience etc. and two passport size photographs.The candidates are required  to bring all original documents along with attested photocopies of all the certificates for verification.

Librarian Vacancy at S. Sukhvinder Singh Elementary Teachers Training Institute, Gurdaspur, Punjab


Source: The Tribune, 18 July 2012

Librarian Vacancy at Sri Guru Nanak Dev Education Trust, Hoshiyarpur, Punjab

Source: The Tribune, 18 July 2012

Library Assistant Vacancy at ISI, Bangalore

Librarian at G.M. VEDAK INSTITUTE OF TECHNOLOGY, Raigad, Maharashtra

Source:  Times of India (Mumbai Ed.), 18th July 2012, Pg No.36

क्या वाकई जरूरत है नए पैटर्न की!

यूजीसी नेट परीक्षा

प्रो. जय कौशल
एक प्राध्यापक, जिसका पेशा ही लिखना और समझाना है, अगर बिना विश्लेषणात्मक लेखकीय जांच पूरी किए सिर्फ रटकर अध्यापन के पेशे में आ जाएगा तो वह अपने छात्रों को कैसा लेखन और पठन-पाठन सिखाएगा, इसका अनुमान लगाया जा सकता है कहीं ऐसा तो नहीं कि यूजीसी द्वारा नेट परीक्षा का जल्दी परिणाम घोषित न कर पाने की समस्या से निजात पाना असली एजेंडा न हो, बल्कि ‘अपने’ कुछ लोगों को किसी तरह सिस्टम में प्रविष्ट कराना मूल मंतव्य हो
      यूजीसी द्वारा इस बार जून माह में राष्ट्रीय पात्रता परीक्षा (नेट) बहुविकल्पीय प्रश्नों के बदले हुए पैटर्न पर आयोजित की गई। अब तक इसके प्रथम और द्वितीय पत्र में ही बहुविकल्पीय (मल्टीपल च्वाइस) प्रश्न पूछे जाते थे। पहला पेपर जहां अभ्यर्थी के सामान्य ज्ञान की जांच करता था, वहीं दूसरे में उम्मीदवार द्वारा चुने गए विषय के बहुविकल्पीय और तीसरे में वर्णनात्मक (डिस्क्रिप्टिव ) प्रश्न होते थे। गौरतलब है कि बदले पैटर्न में प्रश्नपत्रों की संख्या और समय नहीं बदला गया है।
      पहले पेपर में जनरल नेचर, टीचिंग/रिसर्च एप्टीट्यूड, रीजनिंग एबिलिटी, कॉम्प्रिहेंशन व जनरल अवेयरनेस पर आधारित साठ प्रश्न पूछे जाने हैं, जिनमें से पचास करने होते हैं; जबकि दूसरा प्रश्नपत्र उम्मीदवार द्वारा चुने गए विषय से संबंधित होता है। इसमें कुल पचास प्रश्न होते हैं और सभी को हल करना आवश्यक है। उक्त दोनों पत्रों के लिए सवा घंटे का समय निर्धारित है। अंतिम पेपर ढाई घंटे का होता है, जिसके वर्णनात्मक पैटर्न को हटाकर इस बार से उसे भी बहुविकल्पीय बना दिया गया है। इसमें पचहत्तर बहुविकल्पीय प्रश्न होते है। सभी प्रश्न अनिवार्य हैं। बस, ‘नेगेटिव मार्किंग’ नहीं रखी गई है।
     यूजीसी की 22 दिसम्बर, 2011 को हुई बैठक में नेट मॉडरेशन कमेटी द्वारा नेट के तीसरे प्रश्नपत्र में भी विस्तृत के स्थान पर वैकल्पिक प्रश्नों की व्यवस्था की सिफारिश की गई थी। समिति का तर्क था कि तीसरे प्रश्नपत्र के मूल्यांकन की मौजूदा व्यवस्था में लगने वाले समय के कारण परिणाम लगातार विलम्ब से जारी हो रहा है। ऐसे में बेहतर होगा कि इस पेपर को भी ऑब्जेक्टिव किया जाए। इससे परीक्षा में पारदर्शिता के साथ ही परिणाम शीघ्र जारी किए जाने का रास्ता खुलेगा। इस हेतु तृतीय पत्र का एक प्रारूप भी यूजीसी को अपनी वेबसाइट पर उपलब्ध कराना था, जो अंत तक नहीं आया। सबके मुंह पर एक ही सवाल था कि जब दूसरे और तीसरे दोनों ही पेपर में विषय के बहुविकल्पीय प्रश्न पूछे जाने हैं, तो यह तीसरा पेपर दूसरे से किस रूप में भिन्न रहेगा! पेपर देखने और परीक्षार्थियों से पूछने पर पता भी चला कि दूसरे और तीसरे प्रश्नपत्रों के पैटर्न में कोई अंतर नहीं था। कुछ का तो कहना था कि कुछ प्रश्न दोनों पत्रों में रिपीट तक हो गए हैं। माना कि दोनों पत्रों के पाठ्यक्रम छोटे- बड़े हैं, किंतु विषय तो एक ही है। क्या सवालों की संख्या कम-ज्यादा रख देने से कोई भिन्नता आ सकती है?
      जब विषय के दूसरे और तीसरे पेपरों में एक जैसे सवाल पूछने थे, तो तीसरा पेपर लेने का औचित्य क्या है? हालत यह रही कि बहुत सारे छात्रों ने तीसरे पत्र को एक से डेढ़ घंटे में ही निपटा लिया था। इस कदम का सर्वाधिक फायदा गाइड बनाने वालों को हुआ, प्रकाशकों ने अपनी-अपनी गाइडों को नए पैटर्न के आधार पर तैयार बताकर तत्काल तीसरे पेपर का संस्करण निकाल दिया और जमकर चांदी काटी। यूजीसी ने शायद बहुविकल्पीय प्रश्नों का यह पैटर्न वैज्ञानिक तथा औद्योगिक अनुसंधान परिषद (सीएसआईआर) की देखा-देखी लिया है, जो मुख्यत: विज्ञान से संबंधित विषयों में नेट परीक्षा का आयोजन करती है। पर न तो यूजीसी ने सीएसआईआर के विषयवार अंक-विभाजन को ध्यान में रखा और न ही उसकी नेगेटिव मार्किंग को। सीएसआईआर-नेट में तीन घंटे का एक ही पेपर होता है, अलबत्ता उसके तीन भाग (पार्ट) कर दिए गए हैं। बीस प्रश्नों का ‘पार्ट ए’ कॉमन रखा गया है, जिसमें पंद्रह प्रश्न करने अनिवार्य होते हैं। हरेक प्रश्न दो अंकों का है। ‘पार्ट बी’ और ‘सी’ विषयवार अलग-अलग हैं। साथ ही बहुविकल्पीय प्रश्नों के बावजूद सीएसआईआर ने अपने हर विषय की प्रश्न- संख्या, उसका अंक-विभाजन और नकारात्मक अंकन पण्राली अलग-अलग रखी है। किंतु, यूजीसी ने यह पैटर्न अपनाते समय विषयों का तकनीकी पक्ष बिल्कुल भुला दिया है।
     चूंकि, सीएसआईआर-नेट द्वारा आयोजित सारे विषय विशुद्ध विज्ञान के हैं, इसलिए बहु विकल्पीय पैटर्न होने पर भी वहां रटने की गुंजाइश नहीं है। हर सवाल का हल पूरी कैलकुलेशन और बौद्धिक कसरत के बाद निकलता है। इसलिए चाहे पैटर्न वर्णनात्मक रहे अथवा बहुविकल्पीय, अभ्यर्थी को उतनी ही मेहनत करनी है। किंतु, यूजीसी के अधिकतर विषय या तो मानिवकी के हैं या समाज विज्ञान के। कुल 94 में 37 विषय तो सिर्फ भाषा और साहित्य के हैं। आठ-दस विज्ञान और प्रबंधन से जुड़े विषयों के अतिरिक्त बाकी सारे विषय समाज-विज्ञान के हैं, जहां मुद्दों की गंभीर समझ ज्यादा जरूरी है, न कि कैलकुलेशन और प्रेक्टिस की। ऐसे में, यूजीसी द्वारा अपनाया गया यह पैटर्न कितना कारगर है, स्वत: स्पष्ट है। क्या यूजीसी इसे अपनाकर मानिवकी और समाज विज्ञान की दुनिया में रट्टू तोतों की फौज तैयार नहीं कर रही है, जो आगे चलकर उच्च शिक्षा के एक बड़े हिस्से का भविष्य तय करने वाले हैं! एक तो हमारी शिक्षा-पण्राली ही ऐसी है, जो छात्रों को पाठ्य- पुस्तकें पढ़ने के लिए ज्यादा प्रेरित करती नजर नहीं आती। स्कू ल और कॉलेज स्तर तक तो रटकर आराम से काम चल जाता है।
     हर जगह ऐसी गाइडों का बोलबाला है, जो परीक्षा से एक-दो सप्ताह पूर्व बाजार में आती हैं। उनमें अध्यापकों आदि से संपर्क कर और पिछले प्रश्न-पत्रों को देखकर कुछ ऐसे प्रश्नोत्तर दिए होते हैं कि परीक्षा में उससे दो-तीन प्रश्न फंस ही जाते हैं। जाहिर है, जब कम पढ़ने से भी उत्तीर्णाक लाए जा सकते हैं तो कोई पाठ्य- पुस्तकों से माथापच्ची क्यों करे? यह तो रही ‘शॉर्टकट’ अपनाकर पास होने वालों की असलियत। इसके अलावा जिन्हें बहुत अच्छे अंकों से पास होना है और पैसे वाले भी हैं, वे ट्यूशन और कैप्सूल कोर्स कराने वालों के पास पहुंच जाते हैं। वहां भी छात्रों को संभावित प्रश्नों को लिखवा-रटवा दिया जाता है। बहुत अच्छे अंक लाने वाले, यहां तक कि मेरिट में आने वालों का भी यह एक पक्ष है, पाठ्य-पुस्तकों की दुर्गति का तो है ही। पाठ्य- पुस्तकों से नोट्स बनाकर तैयारी करने वालों का प्रतिशत बहुत कम है।
     ऐसे में यूजीसी-नेट परीक्षा का यह नया पैटर्न हमारी रट्टू संस्कारों वाली पीढ़ी को ही आगे बढ़ाने में सहायक सिद्ध होगा। दरअसल, राष्ट्रीय स्तर की यह परीक्षा कॉलेज और विविद्यालयों में प्राध्यापकनि युक्ति की जरूरी सीढ़ी है। किसी भी अध्यापक का मुख्य काम लिखना और बोलना ही होता है। लेकिन यूजीसी के इस कदम से अभ्यर्थियों की विश्लेषण क्षमता की परीक्षा नहीं हो सकेगी। इसका प्रारूप केट, गेट, पीएमटी, पीईटी आदि प्रतियोगी-परीक्षाओं जैसा हो गया है, जो यूजीसीनेट/ जेआरएफ जैसी परीक्षा के कतई अनुकूल नहीं लगता। कहना यह है कि एक प्राध्यापक, जिसका पेशा ही लिखना और समझाना है, अगर बिना विश्लेषणात्मक लेखकीय जांच पूरी किए सिर्फ रटकर अध्यापन के पेशे में आ जाएगा तो वह अपने छात्रों को कैसा लेखन और पठन- पाठन सिखाएगा, इसका अनुमान लगाया जा सकता है! पूछा तो यह भी जा सकता है कि जो उक्त मानक पूरा करके आए हैं, वे ही कितने योग्य हैं। इसलिए समस्या का हल कम से कम पूरे पैटर्न को ऑब्जेक्टिव कर देना कतई नहीं है। कहीं ऐसा तो नहीं कि जल्दी परिणाम न घोषित कर पाने की समस्या से निजात पाना असली एजेंडा ही न हो, बल्कि ‘अपने’ कुछ लोगों को किसी तरह सिस्टम में प्रविष्ट कराना मूल मंतव्य हो! क्योंकि जल्दी रिजल्ट तो सीबीएससी की तरह यूजीसी नेट-ब्यूरो को देश के विभिन्न जोनों (क्षेत्रों) में विकेंद्रीकृत कर भी लाया जा सकता है। जब 94 विषयों के लिए होने वाली यह परीक्षा देश के 74 सेंटरों पर आयोजित की जा सकती है तो क्या चार या उससे अधिक जोनों में बांटकर उसकी जांच नहीं हो सकती?

(लेखक त्रिपुरा विविद्यालय में सहायक प्रोफेसर हैं)
Source: Rashtriya Sahara, 18 July 2012

उत्तरी दिल्ली नगर निगम के ७२ स्कूल में खुलेंगे ग्रंथालय


Source: Hindustan, 18 July 2012

Breaking News--Staff Selection Commission--Result--for the post of Library & Information Assistant


Result/Nomination for the post of Library & Information Assistant vide Cat. No. PC-01 of Advt. No. NR/2010/01.
S.NO.ROLL NO.NAMECAT.SEXDOBRANK NO.
1.1011010043NIRAJ KUMAR MISHRAURM15.12.1985SL-01
2.1011010377MUKESH KUMAROBCM04.08.1983SL-02
3.1011010088SUSHMA RAWATUR/OHF26.06.1980SL-03

Librarian at Bal Niketan Public School, New Delhi

Source:  Times of India, 18th July 2012, Pg No. 10

Faculty Positions (Library and Information Science) at ITM University, Gwalior

Source:  Times of India, 18th July 2012, Pg No. 42

Tuesday, July 17, 2012

Vikram University Recruitment

Vikram University, Ujjain
Post : Library and Information Sc.

Number of Posts: 01

Name of Post: Guest Faculty
Qualifications: Qualifications as per Higher Education Dept. MP Govt/UGC norms.
Application Fee: General applicants need to pay application fee of Rs. 200/- and Reserved candidates must pay Rs. 50/- in form of Bank Demand Draft drawn in favour of Registrant, Vikram university, Ujjain.
How to Apply: Candidates need to download application format available in the notification, fill it with all mandatory details, attach photograph, attest signature, super scribe the name of the post to be applied for on the envelope and send it along with DD and Copies of all relevant certificates, to the following address, Head of Department of related academy, Vikram University, Ujjain on or before 27-07-2012.
Last Date for Application: 27/07/2012
More For details : http://www.vikramuniv.net/adhisuchna/july12/Guest_Faculty.pdf

Post of Assistant Library and Information Officer in Delhi

Ministry of Petroleum and Natural Gas – New Delhi

Name of Position: Assistant Library and Information Officer
Position(s) : 01
Pay Scale : Rs.9300-34800/- with Grade Pay of Rs. 4600/-
Eligibility Conditions Officers under the Central Government:-
(i) Holding analogous posts on a regular basis or
(ii) With three years’ regular service [...]
Last date 30, July 2012
More for details:  http://petroleum.nic.in/Lib.pdf

Librarian Vacancy at Mahavir Institute of Education & Research, Kolkata

Post: Lady Librarian
Mahavir Institute of Education and Research
17/1, Canal Street, Kolkata-700014
Tel: 2265-5821
Send ur resume to:  mier.info@gmail.com
Last Date: 27 July 2012
Source: The Telegraph, 17 July 2012

Librarian at Goa Public Service Commission

GOA PUBLIC SERVICE COMMISSION 
EDC House, Block ‘C’, 1st Floor, 
Dada Vaidya Road, Panaji-Goa 403001. 
Web: http://goapsc.gov.in
ADVERTISEMENT NO. 7  YEAR 2012
Applications are invited by the Commission for the below mentioned posts. The last date for receipt of applications in the office of the Commission is 27.07.2012.
Casa J.D. Fernandes Stationery Supplier, Printers & Book Binders, Opposite Municipal Garden, Panaji, are authorized to sell the prescribed application form  @ Rs. 20/- per set. The Commission does not take the responsibility of supplying application forms by post. For detailed information, please see the instructions supplied with the application form. Candidate can also download and use the application form available at GPSC website. 
2. Incomplete applications in any manner are liable to be rejected summarily by the Commission. 
3. “The upper age limit shown against each post is relaxable upto 5 years for the candidates belonging to SC/ST, upto 3 years for candidates belonging to OBC, upto 5 years (total 10 years for SC/ST & 8 years for OBC in respect of posts reserved for them) to blind, deaf-mute and orthopedically handicapped person and upto 5 years for CFF.  Age is also relaxable for Government Servants upto 5  years as per the instructions issued by the Government from time to time”. 
4. In case of non-availability of suitable candidates with the knowledge of Konkani, this requirement may be relaxed in case of below mentioned posts. 
5. The Commission will draw a panel of candidates, which will remain valid for a period of one year. 
6. Prescribed EQs are minimum & mere possession of same does not entitle the candidates to be called for interview. Where number of applications received is large, the Commission will short list the candidates to be called for interview


DIRECTORATE OF HIGHER EDUCATION
8. Librarian                                                    ……   1 post 
Scale of Pay: Rs. 15,600-39,100+6,000/-  
Age: Not exceeding 40 years. 
Educational & Other Qualifications:- 
Essential: (i) Master’s Degree in Library Science/Information science/ documentation or an equivalent professional degree with at least 55% of marks or its equivalent grade of ‘B’ in the UGC seven point scale plus a consistently good academic record, computerization of library. (ii) Qualifying in the National 
Level Test (NET) conducted for the purpose by the UGC or State Level Test (SET) accredited by the UGC.  Those holding Ph.D Degree are exempted from NET. Candidates holding Ph.D. degree and are already in the University system and have obtained Master’s Degree prior to 1991 be given relaxation of 5% from 55% to 50% of marks for appointment to the post of College Librarian.   (iii) Knowledge of Konkani. 
Desirable:  (i) M.Phil./Ph.D. Degree in Library Science/Information Science/ Documentation / Archives and Manuscript Keeping.  (ii) Knowledge of Marathi.

Librarian at Ahmedabad University


Ahmedabad University would like to hire young and dynamic professionals for following roles:-
  • Librarian (01)
    • Masters in Library & Information Science, having minimum 2 years of experience.
    • Candidate will be responsible to develop and manage convenient, accessible library and information services and also ensure an accurate inventory of resources.
hmedabad University offers an environment that is professional and conducive for creativity & innovation. 

Candidates having the requisite qualification and experience may send their C. V.s through E-mail at: careers@ahduni.edu.in

Please mention the name of the post applied for in the subject line of the E-mail.

Shodhganga, e-way to archive theses


Sushma C N, Mysore,

University of Mysore to take up digitisation of research work
Access to the repository of theses could be a mouse click away in the near future. The University of Mysore has inked a memorandum of understanding with Inflibnet to digitise its repository of theses as part of the ‘Shodhganga’ project.

Theses submitted to various universities are not available most of the time for reference due to various reasons. Comparing notes on research already done is a difficult proposition. And this has led to repetition of research on the same topics causing wastage of human resources, money and time.

To provide an open and easy access to Indian theses and dissertations to the academic community worldwide and to avoid repetitions, the University Grants Commission in collaboration with Inflibnet (informationlibrary network) has come up with an innovative concept called ‘Shodhganga,’ a repository of Indian theses.

The system

The theses submitted by research scholars of Indian universities will be uploaded on the repository. One can go through the entire gamut of theses of choice and refer other theses too, with the help of Shodhganga. Digitisation is also part of the project wherein universities are given funds to digitise old theses.

Plagiarism in research can be avoided to a great deal with Shodhganga. The universities will be provided softwares to detect plagiarism.

“Shodhganga will help avoid the repetition of research on the same topic and help research scholars to come up with findings of their own,'' said C P Ramesh, Librarian, University of Mysore.

Shodhgangothri, another initiative, allows researchers to get to know of ongoing research in Indian universities. Under the project, the synopsis approved by the universities will be made available to researchers.

User Awarness Programme regarding " Shodhganga" at Kerala University


The Kerala University Library in association with INFLIBNET Centre, Ahmedabad is conducting one day orientation programme on “UGC-INFONET E-Journal Consortium” on Friday, 20th July 2012 from 10:00 AM to 01:00 PM. Venue will be the Senate Chamber of University of Kerala. There is no registration fee. Working lunch and tea will be provided for the participants. Research scholars, P.G. students and faculty members of the University can participate in the programme. Since the seating facility is limited, please register your name with the I.T. section of the Library on or before 17-07-2012, 5:00 PM by mail or in person.
SHODHGANGA
Theses and dissertations are known to be the rich and unique source of information, often the only source for research work that does not find its way into various publication channels. Doctoral dissertations are manifestation of result of four to five years of intense work involving huge investment of resources, both mental and physical and infrastructure and other support from the universities. A thesis reflects quality of research work conducted by a student and the ability of an institution to lead and support original work of research in a given discipline. The Shodhganga@INFLIBNET Centre provides a platform for research students to deposit their Ph.D. theses and make it available to the entire scholarly community in open access. The repository has the ability to capture, index, store, disseminate and preserve ETDs submitted by the researchers.
University of Kerala is going to participate with this project and Memorandum of Understanding will be signed at 3:30 PM on 20th July 2012.
Read More Information at : http://www.kulib.in/

Librarian Vacancy at KIIT College of Engineering, Gurgaon, Haryana

Post: Librarian
Last Date: 07 August 2012
Source: The Hindustan Times, 17 July 2012

Librarian and Assistant Librarian Vacancy at Bhagwan Mahaveer Group of Insititutions, Sonipat, Haryana

Post: Librarian and Asst. Librarian
Location: Sonipat
Contact: 08607400782

Source: The Hindustan Times, 17 July 2012

Librarian Vacancy at Dr. G.Y. Pathrikar College of Computer Science and Information Technology, Aurangabad


Source: Indian Express, New Delhi Ed., 17 July 2012

Nilanjana S Roy: Fasting, feasting - libraries and litfests


         The Indian dream of success in the world of letters used to be bordered and defined by the Booker. We were proud of our Booker winners, but irrationally, in the way a previous generation had been proud of Indians who held the Guinness Book of Records title for world’s longest nails or some such.
         The great Indian ambition has shifted, creating a cottage industry in literary festivals and prizes. Every city wants a festival of its own, starting with Jaipur, through Mumbai, Kolkata, Thiruvananthapuram, Panjim, Chennai and Hyderabad, with Bangalore and a score of other cities planning their own tamashas. In 2001, there were almost no prizes for writers who worked in English, and few respectable prizes beyond the Sahitya Akademi and the Jnanpith awards. At present, the Crossword Book Award and the Commonwealth Prize have been joined by the DSC Prize, the Man Asian, the Shakti Bhatt award for first-time writers, the Hindu Literary Prize and the Tibor Jones South Asia Prize, to name the best known.


     I don’t subscribe to the view that writers should be hermits, drawing the hems of their garments away from the noise and squalor of prizes and festivals. Perhaps this comes from having grown up in an era when all our prizes were strictly export-quality, and where you needed a passport to attend a festival. And after being on a few prize juries, my respect for the patience of the organisers has grown — caught between the anxious demands of writers and publishers and the often gladiatorial instincts of judges, they keep the peace better than Ban Ki-moon.
      But examine the list of cities that host literary festivals. How many of these actually support writers and readers? It is not the business of festival organisers to provide, say, creative writing workshops, or writer’s residency programmes, or public library networks. The absence of these, though, makes the present celebration of Indian writing seem like a giant banquet held with no reference to the conditions of famine outside the hall.
       Fourteen years ago, Pankaj Mishra wrote in the essay “Edmund Wilson in Benares”: “I had always lived in small towns where libraries and bookshops were few and far between, and did not stock anything except a few standard texts of English literature: Austen, Dickens, Kipling, Thackeray… I read randomly, whatever I could find, and with the furious intensity of a small-town boy to whom books are the sole means of communicating with, and understanding, the larger world.”
        In that time, the literary festival industry has boomed; but there is no interest in creating a public library system. There are outliers. Goa has launched a new and ambitious public library. Some cities have seen a revival of the privately run circulating library, and NGO-run initiatives, such as John Wood’s innovative single-room libraries, Room To Read, have done well across rural and urban India. But most of our public libraries suffer from a lack of resources, and a bristling unfriendliness towards the people who need it most.
          Writing a 2007 paper on libraries in Southern India, Elizabeth Gould nailed the problem: “My vision of public means ‘access to all’, which is an American viewpoint, but clearly in India the public libraries were accessible only to an elite few.”
        In his memoir, the writer Chaman Nahal wrote about the kind of establishment that stands as a “library” in the public imagination: “I also found a tiny shop tucked away in a loop in the bazaar near Ghas Mandi, which ran a lending library. You could get anything there at fifty paisa a day ... Munshi Prem Chand, Ratan Nath Sarshar, Kipling, Tolstoy, all came to be secretly packed in my school bag.”
     If establishing and running public libraries is unglamorous – far less desirable than setting up yet another prize – then creating a system of support for writers comes in even further down the list. The Sangam Residency is one of the few organisations that offer writers the simple freedom of a room of their own — space and time to write in peace. It is easier – relatively speaking – for a writer in India to apply for residencies in Europe and America, and yet this excludes writers who don’t understand English or other European languages. For this group, there is no support, certainly not the luxury of working in Barcelona or Italy for a few weeks.
    Some writers can do without the handholding. R K Narayan, for instance, began his career needing nothing more than a walk around the fields and his village to spark inspiration. A few years later, his concentration was so well honed that he found even a beautiful view from his window distracting, preferring his desk to face a drab grey curtain.
      But for the rest of us, a room with a view can be exactly what you need to get started. The quiet space it offers is just as valuable as – and perhaps even more necessary than – the lights and bustle of the festival stage.

Monday, July 16, 2012

कॉफ़ी पीने के लिए पुस्तकालय में आइए

कॉफ़ी पीने के लिए पुस्तकालय में आइए
Photo: RIA Novosti


 मास्को नगर प्रशासन मास्को शहर में पुस्तकालयों के विकास के लिए एक ठोस कार्यक्रम तैयार कर रहा है। पिछले साल के आख़िर में यह बात सामने आई थी कि पाठकों ने अब पुस्तकालयों में आना कम कर दिया है, इसलिए अब पुस्तकालयों का रूप बदलकर उन्हें एक आधुनिक मल्टी-मीडिया सेंटर का रूप दे देना चाहिए।
इसके बाद, पिछले मई के महीने में मास्को की लाइब्रेरियों के प्रतिनिधियों ने लाइब्रेरी के विकास की अपनी-अपनी अवधारणा, अपनी-अपनी रूपरेखा नगर प्रशासन के पास भेजी। पुस्तकालयों के बदलाव के इस अभियान को नाम दिया गया -- पुस्तकालयों का पुनर्जन्म। पाठकों ने भी पुस्तकालयों के पुनर्जन्म के इस अभियान में बड़ी सक्रियता के साथ भागीदारी की। पता यह लगा कि लाइब्रेरियों के संचालकों और पाठकों ने लगभग एक-सी योजनाएँ प्रस्तुत कीं। उनका कहना है कि पुस्तकालयों या कुतुबख़ानों या लाइब्रेरियों को आज के ज़माने में सिर्फ़ किताबघर की भूमिका ही नहीं निभानी है, जहाँ क़िताबें ली और दी जाएँ, बल्कि उन्हें एक सांस्कृतिक केन्द्र का, एक विचार-विमर्श और बहस या चर्चा के केन्द्र का काम भी करना चाहिए। वहाँ रचनात्मक गतिविधियों को भी प्रोत्साहन दिया जाना जाना चाहिए। इसके अलावा पुस्तकालयों में आधुनिक तक्नोलौजी भी रखी जानी चाहिए।
मास्को के एक इंस्टीट्यूट के समाजशास्त्रियों ने इस सिलसिले में एक जन-सर्वेक्षण किया और लोगों से पूछा कि यदि लाइब्रेरियों में तमाम तरह के बदलाव कर दिए जाएँगे तो क्या वे फिर से लाइब्रेरी जाना शुरू कर देंगे। लेकिन पता लगा कि लोग इस तरह के बदलावों की बात सुनकर परेशान हो गए। आज मास्को में आम तौर पर स्कूली छात्र, अधेड़ और बूढ़ी औरतें तथा पुस्तक-प्रेमी ही पुस्तकालयों में जाते हैं। इनमें से ज़्यादातर लोगों का यह मानना है कि गम्भीर क़िताबों को पढ़ने के लिए ही लाइब्रेरी जाना चाहिए या फिर लाइब्रेरियों में काव्य-संध्याएँ आयोजित की जा सकती हैं और लेखकों-कवियों से भेंट-मुलाक़ातों का आयोजन किया जा सकता है। इसलिए वाई-फ़ाई जैसी नई सेवाओं को लोग पुस्तकालय जैसे मंदिर के लिए घातक मानते हैं।
वे मास्कोवासी, जो अक्सर लाइब्रेरी में नहीं जाते, उनका मानना है कि लाइब्रेरियों को सूचना-केन्द्र का काम भी करना चाहिए। उनके लिए यह ज़रूरी है कि वहाँ पुस्तकें ख़रीदी जा सकें, वहाँ कॉफ़ी पी जा सके, वहाँ कम्प्यूटर सेवाएँ तथा ऑन-लाईन सेवाएँ उपलब्ध हों और लाइब्रेरी में पुस्तकों की उपलब्धता के बारे में उन्हें घर-बैठे ही सारी जानकारी हो जाए। विशेषज्ञों का भी कहना है कि यदि ये सब सुविधाएँ रूस की राजधानी के पुस्तकालयों में जुटा दी जाएँगी तो 20-25 साल की उम्र के युवक-युवतियों को भी पुस्तकालयों की तरफ़ फिर से आकर्षित करना संभव हो जाएगा।
लेकिन जन-सर्वेक्षण में सामने आए विचारों को ध्यान में रखते हुए विशेषज्ञों का यह भी कहना है कि पुस्तकालयों में ये अतिरिक्त सुविधाएँ जुटाते हुए बहुत सावधानी से काम लेना होगा। पुस्तकालयों में कॉफ़ी-हाउस, क़िताबों की दुकानें या विचार-विमर्श केन्द्र आदि सिर्फ़ प्रयोग के तौर पर शुरू किए जा सकते हैं। इसके अलावा मास्कोवासियों का यह भी कहना है कि पुस्तकालय की सदस्यता पूरी तरह से निशुल्क होनी चाहिए तथा वहाँ क़िताबें भी निशुल्क उपलब्ध होनी चाहिए।
मास्को में कुल 440 सरकारी पुस्तकालय हैं। क़रीब 27 लाख लोग नियमित रूप से इन पुस्तकालयों का इस्तेमाल करते हैं। मास्को में पहली सार्वजनिक लाइब्रेरी 17 वीं शताब्दी के मध्य में शुरू हुई थी। इसके बाद सभी लाइब्रेरियाँ विभिन्न सरकारी विभागों ने खोली, उन सभी के उद्देश्य अलग-अलग थे और उनमें क़िताबें भी अलग-अलग विषयों से सम्बन्धित हुआ करती थीं। लेकिन तभी से मास्को की पुस्तकालय-व्यवस्था लगातार विकास करती चली गई। वह लगातार जटिल होती चली गई। आज हालत यह है कि पूरे रूस में हज़ारों लाइब्रेरियाँ हैं। कोई बच्चों की लाइब्रेरी है तो कोई वैज्ञानिक लाइब्रेरी, कोई विदेशी साहित्य की लाइब्रेरी है तो कोई विदेशी भाषाओं में साहित्य की लाइब्रेरी। सबसे बड़ी बात तो यह है कि इंटरनेट और कम्प्यूटर के इस युग में, ऑन लाइन क़िताबों के इस ज़माने में रूस में लाइब्रेरियाँ ज़िन्दा हैं और समय के साथ-साथ अपनी शक़्ल भी बदलती जा रही हैं।

Values-Based Education: The Role of Library and Information Science Educators in Nigeria--Uloma Doris Onuoha

Uloma Doris Onuoha is a lecturer in the Department of Information Resources Management, Babcock University Nigeria. She can be reached at: ud_onu@yahoo.com

Introduction
Nigeria is a federal constitutional republic located in West Africa; the country is made up of 36 states. After attaining independence in 1960, the implementation of educational awareness in Nigeria became an essential priority with the government spending so much to establish and maintain schools at all levels of education. In a bid to increase the opportunity given to youths to pursue education at the tertiary level, six new universities were added to the already existing one hundred and four universities currently operating in the country (Apata, 2010). Despite increasing the number of universities and other educational institutions in the country, there are growing indications of eroding social values, taking into consideration daily news reports of political corruption, examination malpractices, armed robbery, human trafficking, kidnapping and a host of other related ills. This situation is however, not limited to the Nigerian society alone. The global call for values-based education (Hawkes, 2011; Sayers, 2007; Joshi, 2007) is a strong indication of the seriousness of the issue worldwide. Considering the number of students enrolled in Library and Information Science (LIS) programmes in Nigerian universities nationwide, there is need for LIS educators to take advantage of their position as teachers to contribute to societal development by adding practical life lessons beyond that found in textbooks to bring about holistic learning experiences targeted at transforming behaviour. As noted by Yogi (2009), education that does not help promote human virtues will not be of any good to the society, rather it will mislead the entirety of humanity.
Values-based Education
Education according to Aliyu and Oyafunke (2003) is a process of socialisation often performed by many institutions and agencies. Among them are the family, peers groups, school, government, cultural and religious groups. Education in the view of Erwin (1991) is the deliberate and systematic influence exerted by the mature person upon the immature, through instruction, discipline, and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of human beings. Education can therefore be said to be a process of character building, whether it takes place in schools, churches, mosques or homes. The university as an educational institution oversees not only the academic achievement of students but their character building as well. As noted by Aliyu and Oyafunke (2003) at most convocation ceremonies in Nigerian universities, statements like "having been found worthy in both academics and character, we hereby award you the Bachelors in …." are usually made. This is of course a public acknowledgement that values in education are not inseparable from the values of life.
Values are principles about what is right and wrong. Ethmen, Mahlinger and Patrick (1974) describe it as standards used to decide whether some objects are good or bad, right or wrong, important or worthless, preferable or not preferable. Success in Librarianship therefore is not solely dependent on the possession of professional skills, but also on ones' ability to differentiate between right or wrong. Yogi (2009) argues that while education opens up the mind, values-based education brings about purity of heart. A Librarian who has been well trained in the profession would therefore be in possession of professional skills and character necessary to fit into the larger society. In line with this, William (1992) as cited by Mullan (2001) describes an educated person as one who listens and hears, reads and writes, has the ability to solve problems, seeks the truth, is tolerant, humble, nurtures and empowers others.
As the quest for values-based education becomes global, there is evidence that the educated person as described by William (1996) is being sought after now more than ever before. This is affirmed by Sayers (2007), who points out thatinternational focus in respect of values-based education is on co-operation, honesty, love, respect, responsibility, freedom, humility, peace, happiness, simplicity, tolerance and unity.
Relevance of Values-Based Education to Nigerian Society
Former president of Nigeria, Olusegun Obasanjo (1999) as cited by Ogunji (2009) admits that immorality is the bane of Nigerian society. This is affirmed by Ajala (2002) who compares the threat of moral decay in Nigeria to the threat of a nuclear bomb. Despite government efforts to bring sanity to the society through the launching of laudable programmes such as ethical revolution (1980-1982) and War against Indiscipline (1983), Nigeria continues to witness the eroding of core values, identified by Aina (2004) as taking responsibilities, family, truth, integrity equity, do not harm and common good. While the blame can be attributed to poor leadership (Gbefwi, n. d.) some strongly believe that the get -rich- quick syndrome among the youth is mostly responsible (Elebeke, 2011; Kuta, 2010). Popoola (2010), however, blames educators focus on the development of the intellectual abilities of a person at the neglect of character. This corroborates an earlier view expressed by White (2002) in which the author states that the aim of secular education is the gratification of selfish ambition and quest for supremacy which encourages centralisation of wealth and the enrichment of the few at the expense of many.
Although character building is cited as one of the aims of tertiary education in Nigeria as seen in the National Policy of Education (NPE) document (Infamuyiwa and Alebiosu, 2008), Ogunji (2010) affirms that the mission statements of most tertiary institutions in the country emphasize academic and intellectual development thereby undermining the moral aim of education as contained in NPE document which according to the author accounts for little effort in including character building into the curriculum. The implication here is that teachers are not mandated to bring in life values into the classroom. Character building, therefore, becomes a personal choice of the teacher at the detriment of the society. The relevance of values-based education for the Nigerian society is acknowledged by Akinpelu(1974) as cited in Ossat (2004) who states that character education will help to transmit socially acceptable values of the society. By introducing values to the curriculum, teachers would pay more effort to organising their lessons in ways that detail description of behaviour which are permitted in the society.
Values and LIS education
According to Highet (1974), the first responsibility of a teacher is to know his/her subject thoroughly. Subject knowledge he claims would make a teacher enjoy his or her subject, draw illustrations easily and bring out topics for discussions which are necessary for imparting values. The LIS educator, who imbibes the spirit of values-based education, would no doubt have an in-depth understanding of his subject to be able to look beyond the development of professional skills to the development of the whole being.
Various courses are taught in the process of LIS education. Courses range from Indexing and Abstracting, Records management, Management Information Systems, Cataloguing and Classification, e.t.c. These courses prepare students to work in Library and Information Services environment. Reference services as a course presents an excellent opportunity for the LIS educator to train up leaders of future industries in Nigeria. While the major objectives for teaching this course would be to: develop familiarity with general information sources; develop skills in the examination, use and evaluation of information sources; discuss the processes involved in providing information (e.g. the reference interview), e.t.c. it also presents an excellent opportunity to teach societal values. Receiving users with respect, being polite, putting up a smiling face, presenting one's ideas strongly but politely are indeed virtues that should extend beyond the work environment. They should extend to our homes, friends, colleagues and all those who come our way. It should be made a way of life for harmonious living, understanding and tolerance. LIS educators in the treatment of certain topics as "reference interview" could emphasis that Librarians do not assume to know it all, which is why they listen and seek for clarification in the reference process. This lesson could be related to the real world as it operates within the same basic principle, nobody knows it all using it to show the importance of listening to others and appreciating their point of view. Such emphasis, would no doubt lead to better tolerance of others in the society.
Even technical courses such as cataloguing and classification can be used in inculcating values to future Library and Information Science professionals. It would not be out of place to take topics such: "library classification" and "descriptive cataloguing" to transfer life values. The objectives for teaching in this case would extend beyond teaching students to arrange books in order to increase their utility while saving the time of users to teaching values in character building. Students should be made to appreciate the value of logical order in their personal lives as seen in library classification. They should be able to identify and meaningfully place priorities in their personal life, so that they can make maximal use of their lives. In teaching "descriptive cataloguing", LIS educators should not be contented in bringing up future Information professionals who understand the role of AACR2 in cataloguing alone. They should see it as an opportunity to raise future leaders who understand the place of rules in the larger society. Adherence to rules is not only important in bringing conformity and unity in the creation of catalogues, adherence to rules would indeed, make the world a better place to live in with citizens who are law abiding.
Conclusion and Recommendations
Eroding societal values in Nigeria is a problem that demands the urgent attention of teachers, government, families etc. In order to help tackle this issue, LIS educators in Nigeria should stand up to the challenge of guiding the thousands of Nigerian youths enrolled in LIS education all over the country towards the harmonious development of intellectual and social abilities needed to fit into the larger society by creating awareness and encouraging acceptable social behaviours. The federal government of Nigeria should not relent in pursuing its objectives of inculcating character building through schools as reflected in the National Policy of Education (NPE) document. Efforts must be made to ensure compliance with the document by making the inclusion of character building compulsory not only in the curriculum but also in the mission statements of tertiary institutions in Nigeria as this would help motivate educators in general to bring social values to the classroom.
References
  1. Aina, S. (2004). Ethical leadership as values in Nigerian education. In Oderinde, B., & Ekpo, O. (Eds.). Values education. Lagos: Nigerian Academy of Education Publication.
  2. Ajala, J.A. (2002). Designing content of curriculum: A guide to practice. Ibadan: Maybest publications
  3. Aliyu, N., & Oyafunke, C. (2003). Examination malpractices in universities: A phenomenon engendered by loss of traditional values and virtues. Journal of Educational Focus. 4: 1-13
  4. Apata, O. (2010). Nigeria: Issues in proposed additional federal universities. Available:http://allafrica.com/stories/201011291076.html
  5. Elebeke, E. (2011). When Afresh takes Nigerian youths to value reorientation clinic. Available:  http://www.vanguardngr.com/2011/07/when-afresh-takes-nigerian-youths-to-value-reorientation-clinic/
  6. Ehman, L., Mahlinger, H.D., & Patrick, J.J. (1974). Towards effective instruction in secondary social studies, Boston, Houghton Mifflin Company.
  7. Erwin, T.D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcome. San Francisco: Jossey Bass.
  8. Gbefwi, M.Y. (n.d.). Ethical fundamentals in development: the quest for discipline and patriotism in Nigeria. Unpublished dissertation, University of Jos.
  9. Hawkes, N. (2011). Values education. Available: http://www.values-education.com/
  10. Highet, G. (1974). The art of teaching. London: Methuen & Co Ltd
  11. Ifamuyiwa, A.S., & Alebiosu, K.A. (2008). Perspectives in provisions for science and technology education in Nigeria: The way forward. Available: http://www.academicleadership.org/article/perspectives-in-provisions-for-science-and-technology-education-in-nigeria-the-way-forward
  12. Joshi, P. L. (2007) Enhancing educational and cultural values (values-based education) among students in Persian Gulf-based Indian schools: A study. Available: http://www.worldpress.org/Asia/2988.cfm
  13. Kuta, D.A. (2010). The legislature and Nigeria's anti-corruption war. Available:http://www.tribune.com.ng/index.php/politics/12351-the-legislature-and-nigerias-anti-corruption-war
  14. Mullan, D. (2001). Defining values-based education. Paper presented at the II European Meeting on Values Education - "Más allá de las palabras / Beyond Words". Derry, Northern Ireland. Available:http://www.juntadeandalucia.es/averroes/vertie/forum/valuebas.htm
  15. Ogunji, J.A. (2009). Maintaining axiological foundations: The challenge of higher education in Nigeria. Contemporary Humanities 3: 41-52
  16. Ossat, S.O. (2004). Education as agent of values orientation. In Oderinde B., & Ekpo, O. (Eds.). Values education. Lagos: Nigerian Academy of Education Publication
  17. Popoola, M.A. (2010). Reviewing the philosophy of Adventist education in relation to the public service. Contemporary Humanities 4(1&2): 70-79
  18. Sayers, H. (2007). Summary report of the workshop on values-based education for educators, Ipaja, Lagos, Nigeria, March 13-15, 2007. Available:http://www.livingvalues.net/countries/africa/nigeria/docs%20and%20pdf/nigeria_lve_workshop_march_2007.pdf
  19. White, E.G. (2002). True education. Ontario: Pacific Press Publishing Association
  20. Yogi, C.M. (2009). Values-based education . Paper presented ta Workshop organized by Save the Children and Curriculum Development Centre on 29th December, 2009. Available:http://www.uri.org/files/resource_files/Value%20Based%20Education%20by%20Dr.%20Yogi.pdf

Borrow the book you want for free-- Garima Prasher


BANGALORE: Book lovers have another reason to rush to the popular Mahatma Gandhi Road-Brigade Road area.


For all you know, you may end up finding that book that you were dying to read all these days in a small cabinet, thanks to an innovative library that opened on Sunday. And don't worry, you needn't spend a paisa. All you are expected to be is a responsible reader.

The Little Free Library (LFL) located on Brigade Cross Road is perhaps the first-ever such endeavour in the country. The LFL, nothing but a small book case, will remain there for 24 hours and seven days a week.



LFL is an idea that prompts bibliophiles to put up small shelved structures outside their homes where people can take books and leave some too. LFL has the potential that involves more than reading: it can lead to a conversation, friendship and a sense of book lovers' community.

Stanley Ravi, LFL founder, wanted to provide a home to over 50 books lying with him, unused. "My wife was running a nursery school which was shut down some time back. When she started the school, I handpicked imported books from makeshift stalls in Hyderabad. I picked them thinking of my daughter. But after school was shut, these books were left just like that, with nobody to use them. I came across the idea of Little Free Library on the internet and found it as apt home for my books," says Ravi.

The library can be used by children, adults or the elderly. All that matters is sharing the joy of reading. The expectation is that those who pick one book for themselves will drop another book or two into the case. Call it a heaven for bibliophiles, the wonder cabinet flaunting 'Little Free library' is already drawing readers.

"On Day 1, we received a great response. The library has already attracted three to four readers after it was set up at 4.30pm. Although rain was a limiting factor, people picked up books. People are very inquisitive about it d they are loving the idea," said Arif Mistri, proprietor, LFL.

However, no one had dropped a book till late in the evening. Stanley plans to visit the library every now and then to see books appearing and disappearing from LFL.

"It will be a joy in itself to see books being picked up and left back inside the cabinet. But this is not the end of it. I aspire to see at least a crore of LFLs mushrooming across India. It is a wonderful concept that should reach rural areas ," says Stanley.



Want to own one? 



Give it a rustic look, make it from recycled materials , build a barn, a red British phone book library or give it a doll house structure, you can have a Little Free Library of your own at a place you desire. All you need to do is fill up an online form at littlefreelibrary.org and the wooden signboard will reach you in no time.

"I applied online and received the signboard, the licence for LFL, in matter of two weeks. Owners receive a sign that reads "Little Free Library" . They often have the phrase, "Take a Book. Leave a Book" , informed Stanley. The Little Free Library awaits you at shop number 1 and 2, Brigade Cross Raod, opposite Harry's Pub.



What is Little Free Library 



Little Free Library (LFL) believes the value of books are realized only if they are read and not hoarded. A non-profit community movement in the US and worldwide, LFL offers free books housed in small containers to members of the local community. It was founded in Hudson. The idea was conceived by Todd Bol as a tribute to his mom who was a book lover and teacher.

He mounted a wooden container designed to look like a school house on a post on his lawn. Bol shared his idea with his partner Rick Brooks who found many efficient ways to spread the word, and the idea spread rapidly.

Source: Wikipedia
http://timesofindia.indiatimes.com/city/bangalore/Borrow-the-book-you-want-for-free/articleshow/14977801.cms

Walk-in for Library Reference Service at Indian Institute of Chemical Technology, Hyderabad


Name of the Project : Library reference Service (02)
Qualification : M.Lib First Div. With Diploma in  Computers
How to Apply : Eligible candidates may apply in the prescribed application format and appear for interview at IICT Hyderabad along with all relevant documents.

Walk-in-interview : 17-07-2012 at 09:30AM

For Educational qualifications, How to Selection , Pay Scale, experience, How to Apply Jobs, Application Forms details visit : http://www.iictindia.org/Walkin12712.pdf

The Library of Forking Paths (The Hindu)


BUDHADITYA BHATTACHARYA

Floating library: Rang's books being displayed on the ghats of Varanasi.
Floating library: Rang's books being displayed on the ghats of Varanasi.
Art books should be read by a wider audience, say the people behind the Rang collective
The memory of Sunil Janah is fresh in the halls of Ojas Art’s gallery, where an exhibition was held recently to celebrate the work of the legendary photographer. Seated in an alcove inside the gallery, overlooking a lawn, are the four members of Rang, a collective that helped organise this exhibition and is working towards creating “an open and a democratic space for the study and practice of visual arts.”
Comprising Chandan Gomes, Vicky Roy, Jyotsana Tripathi and Vinit Gupta, the centrepiece of the collective’s work is organising open library sessions where books and magazines on art and photography are displayed and read.
“It’s very difficult to access these books because they are often very expensive, and circulate only in elite circles,” Chandan says. The group has organised 16 open library sessions since January, which have been attended by distinguished art practitioners such as Ram Rahman, Vivan Sundaram, Sunil Gupta and Raghu Rai, among others, who have also donated to the library. “We want to create a reading room atmosphere which brings amateurs and professionals on the same platform as readers,” Jyotsana adds.
The open library functions as a travelling library as well, Vicky explains. In addition to its residence at 1AQ, Ojas Art near Qutub roundabout, the open library has been hosted by Varanasi, Lansdowne, Barefoot College in Tilonia and Jaipur as well. The group has also collaborated with organisations such as SAHMAT, Nazar Foundation and Youth Parliament for exhibitions, discussions and workshops.
Despite their collective work, however, Rang is ultimately a group of four different persons with different sensibilities. Vinit, formerly in the investment industry, is interested in ethnographic photography, while Jyotsana, an amateur photographer by confession, is primarily a writer. Chandan has been a freelancer since 2009, winning the India Habitat Centre Fellowship along the way, and Vicky, who has a grounding in documentary photography, has photographed the reconstruction of the World Trade Centre in Manhattan. “The interdisciplinary quality that results from our coming together is the point of Rang. A platform of like-minded people doesn’t help when you want a free flowing discussion,” Jyotsana explains.
The significance of Rang’s efforts lie beyond the 650 books in its library or the support it has received from photographers, artists and galleries. Chandan relates an anecdote, as much about Rang’s origin as its journey, that captures it best. “I read Dayanita Singh’s Myself Mona Ahmed over two years at different events and festivals. So I wrote her a moving letter explaining how there are many others like me who would like to read her and others but simply don’t have the means to. She understood, and donated all her books with which we started the library. At the same time another friend gifted me a copy of the same book which I handed over to a school teacher from a small town in Orissa who runs a community library there. When artists find out that their work is being viewed in circles that they never imagined would view them, something happens.”