Library@Kendriya Vidyalaya Pattom

Where Minds meet and Ideas pop up !

Budget 2010‐2011

February 26, 2010

February 24,2010

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Children Teach Themselves to Read


Freedom to Learn

The roles of play and curiosity as foundations for learning

by Peter Gray


Even within the same family, different children learned to read at quite different ages. Diane wrote that her first daughter learned to read at age 5 and her second daughter learned at age 9; Lisa W. wrote that one son learned at age 4 and another at age 7; and Beatrice wrote that one daughter learned before age 5 and the other at age 8.

None of these children has difficulty reading today. Beatrice reports that the daughter who didn’t read until age 8 is now 14 years old and "reads hundreds of books a year," "has written a novel," and "has won numerous poetry awards." Apparently, late reading is not inconsistent with subsequent extraordinary literary ability! This daughter did, however, show other signs of literary precocity well before she learned to read. According to Beatrice, she could recite from memory all of the poems in the Complete Mother Goose book by the time she was 15 months old.

The message repeated most often in these stories of learning to read is that, because the children were not forced or coaxed into reading against their wills, they have positive attitudes about reading and about learning in general. This is perhaps most clearly stated by Jenny, who wrote, regarding her daughter (now 15) who didn’t read well until age 11: "One of the best things that came out of allowing her to read at her own pace and on her own initiative was that she owned the experience, and through owning that experience she came to realize that if she could do that, she could learn anything. We have never pressured her to learn anything at all, ever, and because of that, her ability to learn has remained intact. She is bright and inquisitive and interested in the world around her."

2. Motivated children can go from apparent non-reading to fluent reading very quickly.

In some cases unschooled children progress from non-reading to reading in what seems to observers to be a flash. For example, Lisa W. wrote: "Our second child, who is a visual thinker, didn’t learn to read until he was 7. For years, he could either figure out what he needed to know from pictorial cues, or if stuck, would get his older brother to read to him. I remember the day he started reading. He had asked his older brother to read something to him on the computer and his brother replied, "I have better things to do than to read to you all day", and walked away. Within days [my Italics] he was reading quite well."

Diane wrote, "My first daughter could not read when she turned 5 in March but by the end of that year she could read fluently, out loud, without pause or hesitation." And Kate wrote that her son, at age 9, "taught himself to read" in a period of just one month. In that time span he deliberately worked at reading, on his own, and progressed from being a hesitant, poor reader to highly fluent reading, well beyond what a standard school would have regarded as his "grade level."

Such step-like progressions in overt reading ability may occur at least partly because earlier, more covert stages of learning are not noticed by observers and may not even be noticed by the learners. Karen attributes the rapid onset of reading that she observed in her son to a sudden gain in confidence. She wrote: "Over this past summer, son A [now age 7] went from hiding his ability [to read at all] to reading chapter books. In a summer! Now, six months later, he feels confident enough in his reading ability that I regularly get up in the morning to find him reading aloud to his sister. He even offers to read to his father and me. This was unheard of a year ago when he hid his ability level from us in his embarrassment and lack of confidence. I’m so glad we didn’t push him!"

3. Attempts to push reading can backfire.

Three of the people who sent me stories wrote that they at some point attempted to teach reading to their non-reading child and that the attempt seemed to have negative consequences. Here is what they said.

Holli wrote that when her son was "about 3 1/2" she began trying to teach him reading. "I think the Bob books are stupidly repetitive and inane, but I found ones that were at least moderately engaging and had him start practicing them. … He really was not ready yet, I think, for actual reading, and whether he was or not, he resented being made to do something that wasn’t his idea, so he resisted. … Pretty quickly I realized that in spite of the progress he was making in reading skill, I was doing more harm than good to my son, because I was making him hate reading. I immediately ceased formal instruction in reading, and just went back to reading to him whenever he wanted me to." Holli went on to note that, roughly two years later, her son "entirely surreptitiously" began to look at books on his own and eventually to read, apparently hiding his interest and practice so as not to feel pressured.

Beatrice wrote, of her daughter who learned to read at age 8: "I too am guilty of trying to ‘make her’ read, when she turned 6, worried that the kids at school would be learning this skill and not wanting her to be left behind. After a couple of weeks of insisting she read and keep a journal with me spelling everything and she copying it all out, she told me flatly to ‘leave me alone,’ that she would have no part in my scheme and would learn to read when she was ‘good and ready.’"

And Kate, a homeschooling mom in the UK, wrote, concerning her attempts to teach reading to her son: "By age 9 he was resistant to any English and reading became a regular battle. He resisted it and found it boring and he was distracted, so finally I got over my own schooly head and tried a new policy of letting go. I said that I would never make him read again or even suggest it…. Over the next month he quietly went to his room … and taught himself to read…. I had spent four years teaching him the basics [when he wasn’t interested], but am now sure that he could have learnt that in a few weeks."

4. Children learn to read when reading becomes, to them, a means to some valued end or ends.

There’s an old joke, which I recall first hearing several decades ago, about a child who reached age 5 without ever speaking a word. Then one day, at lunch, he said, "This soup is cold." His mom, practically falling over, said, "My son, you can talk! Why haven’t you ever said anything before?" "Well," said the boy, "up until now the soup has always been warm."

This story is completely apocryphal as applied to learning to talk, which is why we understand it to be a joke. Children learn to talk whether or not they really have to talk in order to get their needs met; they are genetically programmed for it. But the story, somewhat modified, could apply quite reasonably to learning to read. Children seem to learn to read, on their own, when they see some good reason for it. Many of the stories sent to me illustrate this idea. Here are some examples:

Amanda wrote, concerning her daughter who attends a Sudbury model school: "She had consistently told people that she didn’t know how to read until she made brownies this past November [at age 7]. She asked her father and myself to make her favorite brownies for her, but neither of us was willing to make them. A little while later she ran into the room and asked me if I would turn on the oven for her and find her a 9×11 pan (she said, "9 ex 11" instead of "9 by 11"). I got her a pan and turned on the oven. Later she ran in and asked me to put the brownies in the oven. Then she said, ‘Ma, I think I can read now.’ She brought me a few books that she then read out loud to me until she jumped up and said, ‘those brownies smell done. Will you take them out now?’ … Now she tells people that she knows how to read and that she taught herself how."

Idzie, a 19-year-old unschooled but beautifully educated blogger, sent me a link to an essay, on her blog, about her own memories of learning to read. She wrote, in part: "When I was something like age 8 or 9, my mother was reading the first Harry Potter book aloud to my sister and me. But, well, she had things to do other than read, and if she read too long, her voice would get hoarse. So, being quite frustrated at how slow a process this was, and really wanting to know what happened next, I picked it up and began to read."

Marie, an unschooling mom, wrote about her son, now age 7: "[He] found the incentive to become a better reader through acting at a local theater. He has always been passionate about putting together ‘shows,’ but now he is old enough to have real acting experience. He sees that reading is an integral part of this activity that he loves and it has given him a strong reason to grow and develop as a reader. He recently had a part in A Midsummer Night’s Dream and had to read and memorize Shakespeare. It took no instruction on the part of a ‘teacher’ whatsoever."

Jenny wrote that her daughter, who didn’t begin to read books until age 11, was able to satisfy her love of stories by being read to, watching movies, and checking out CDs and books on tape, from the library. She finally began reading because there was no other way for her to satisfy her interest in video games, such as ToonTown, and manga books, which require reading that nobody would do for her.

5. Reading, like many other skills, is learned socially through shared participation.

Observations at Sudbury Valley School, and at other Sudbury model schools, suggest that many children there learn to read through age-mixed play. Non-readers and readers play games together, including computer games, with written words. To keep the game going, the readers read the words and the non-readers pick them up.

Vincent Lopez, a staff member at the Diablo Valley School, a Sudbury model school, sent me this sweet example of age-mixed learning: "In the art room they are making signs to imitate a TV show that had just started. It is in my opinion, a dumb, low-ethics, media-driven, free for all dating show; I’ve let this be known before. In their own way they are processing the future to come. … but I digress. The jewel of this snippet is that the 5-year-old is attempting to read the sign with the help of his multi-aged peers. …Students learn because they want to get the jokes, be more advanced like the peers around them."

Nearly all of the stories from home unschoolers include examples of shared participation in reading. One of my favorites is that presented by Diane, who noted that her daughter, who learned to read at age 5, became interested in reading because of the family’s regular Bible reading time. Before she could read she insisted on having her turn at Bible reading, "and she would just make up words as her turn!"

Others wrote about shared family games involving words, or about shared television viewing in which the onscreen guide and captions would be read for the benefit of nonreaders. Over time, the nonreaders needed ever less help; they began recognizing and reading more and more words themselves. The most often mentioned examples of shared participation are those of parents, or sometimes siblings, reading stories to nonreaders, often as part of the bedtime ritual. Nonreaders look on, at the words as well as the pictures, and sometimes read some of the words; or they memorize books that have been read to them repeatedly, and then later they pretend to read the books while actually attending to some of the words. Pretend reading gradually becomes real reading.

In previous essays I have referred to the great Russian developmental psychologist Lev Vygotsky, whose main idea was that children develop new skills first socially, through joint participation with more skilled others, and then later begin to use the new skills privately, for their own purposes. That general principle certainly seems to hold in the case of reading.

6. Some children become interested in writing before reading, and they learn to read as they learn to write.

At least seven of the people who sent me stories said that their child was interested in writing, or typing, either before or simultaneously with their initial interest in reading. Here are four examples:

Marie wrote, of her son, now age 7: "He is an artist and spends hours drawing things, especially stories and inventions. So naturally he wished to make his pictures "talk" with captions, titles, instructions, and quotations. … There was a lot of ‘MOM? How do you spell Superdog wants to go home?’ I would spell out the sentence and five minutes later, ‘MOM? How do you spell Superdog sees his house?’" This boy learned to read, at least partly, by reading the sentences that he, himself, had written.

Beatrice told a similar story about her youngest daughter, who learned to read before age 5. "She learned to read from her desire to express herself through the written word. Starting from the time she could hold a pencil, be it writing a poem, a song, designing an ad, she needed me to tell her the spelling: ‘How do you spell beaver, how do you spell suggest?’"

Lisa R. wrote of her son, who is presently in the midst of learning to read: "His reading skill relates to his writing efforts. … He has written short notes and story titles using his own phonetic spelling. Sometimes he asks how to spell words for a note or a book. Through repetition, he now remembers some of these words."

Lisa W. wrote: "Our oldest child learned to read when he was 4 years old as a by-product of trying to find free online games on the computer. He would open the browser and ask me to spell free, then online, then games. All of a sudden he was reading."

7. There is no predictable "course" through which children learn to read.

Lest you leave this essay with the belief that I and the people who have contributed these stories have taught you something useful about how to "teach" or "help" your child to read, I assure you we have not. Every child is unique. Your child must tell you how you can help, or not help. I have no idea about that, nor does any so-called reading expert. My only advice is, don’t push it; listen to your child; respond appropriately to your child’s questions, but don’t go overboard by telling your child more than he or she wants to know. If you do go overboard, your child will learn to stop asking you questions.

Quite a few of the people who wrote to me expressed surprise at the sequence that their child went through in learning to read. Some learned to read quite exotic words, which never appear in the primers, well before they learned simpler words. Some, as I said, learned to write before they could read. Some seemed to be learning at a rapid rate and then they just stopped for a couple of years before progressing further. We adults can enjoy watching all of this as long as we remember that it isn’t our responsibility to change it. We’re just observers and sometimes tools that our children use for their own chosen ends.


I am very grateful to the people who took time to write their stories so thoughtfully and send them to me. I hope that many of you who have just read this essay will add to these stories with stories of your own, in the comments section below. It’s high time that we created a real account of the many ways that unschooled children learn to read, an account to contrast with all those rows of books on teaching reading that exist in the education section of every university library.

Finally, I can’t resist ending with a little story about my son’s learning to read. He was a very early reader, and one of the first indications of his reading ability occurred when he was about three and a half and we were looking at a Civil War monument in a town square somewhere in New England. He looked at the words, and then he said to me, "Why would men fight and die to save an onion?"

*[1] D. Rose & B. Dalton (2009), Learning to read in the digital age. Mind, Brain, and Education, 3, 74-83.
[2] R. M. Savio (1989), Self-initiative in the learning process; and A. DelGaudio (1989), SVS Reading Study. Unpublished senior honors theses.
[3] A. Halonen et al., (2006). The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study. British Journal of Educational Psychology, 76, 517-534.



Filed under: Reading Tips, , ,

Is the internet making us stupid?

How we seek breadth of information, and sacrifice depth

By Gary Marshall—673843

Since we came out of the caves, every new technology has been greeted with alarm and disdain.

When we invented fire, people moaned that we’d forget the art of making salads. When we invented the wheel, people moaned that we’d forget how to walk. And when we invented the internet, people moaned that we’d forget how to think.

The difference is, the internet moaners might be right. The 2008 report Information Behaviour of the Researcher of the Future, commissioned by the British Library and the Joint Information Systems Committee, found clear evidence of the negative effects of internet use.

"Deep log studies show that, from undergraduates to professors, people exhibit a strong tendency towards shallow, horizontal, ‘flicking’ behaviour in digital libraries. Society is dumbing down."

If that’s true, things are only going to get worse. The endless amusements of the internet are no longer limited to desktop PCs. Thanks to smartphones, we’re online whenever we’re out and about, too – and convergence means we’ll soon be tweeting from our TVs. So what is browsing doing to our brains?

Pavlov’s blogs

For all our fancy shoes and flat-screen iMacs, it turns out that we’re not that different from Pavlov’s dogs: we race from link to link because our brains have been conditioned to associate novelty with pleasure.

The more we do, the faster we think; the faster we think, the better we feel about ourselves and about the world around us.

In a series of experiments conducted at Harvard and Princeton universities, people were asked to think as quickly as possible by brainstorming ideas, speed-reading things on computer screens or watching video clips on fast-forward.

As Scientific American reports, "Results suggested that thinking fast made participants feel more elated, creative and, to a lesser degree, energetic and powerful. Activities that promote fast thinking, then, such as whipping through an easy crossword puzzle or brainstorming quickly about an idea, can boost energy and mood," says psychologist Emily Pronin, the study’s lead author.

Pronin and her colleagues suggest that we may associate fast thinking with being in a good mood, and that "thinking quickly may unleash the brain’s novelty-loving dopamine system, which is involved in sensations of pleasure and reward".


MMMM… DOPAMINE: Dopamine is a neurotransmitter that makes you feel good

Dopamine is a neurotransmitter, a chemical that’s released whenever we do anything pleasurable such as enjoy food, have sex or take drugs. It’s long been implicated in various forms of addiction and may explain why some people are so keen on risky behaviour such as extreme sports or high-stakes business decisions. It could be the reason why we’re constantly distracted.

Dr Gary Small is a professor of psychiatry at the UCLA Semel Institute, directs the Memory and Aging Research Center and the UCLA Center on Aging and is the author of iBrain: Surviving the Technological Alteration of the Modern Mind. As he explains, what many of us do on our PCs isn’t multitasking. It’s something rather different, which he calls Partial Continuous Attention.


GARY SMALL: Dr Gary Small, UCLA, says searching online is a form of brain exercise

"With Partial Continuous Attention or PCA you’re scanning the environment, looking for new bits of information that might tweak your dopamine reward system and be more exciting [than what you’re doing]," he says.

Dr Small and his colleagues at UCLA have found positive results from using technology, particularly with older people. As Dr Small puts it, "Searching online may be a simple form of brain exercise that might be employed to enhance cognition in older adults." But there’s an important caveat.

"The problem is that it tends to create this staccato quality of thought, where you jump from idea to idea as you jump from site to site. You get a lot of breadth of information, but you sacrifice depth."

The British Library study focused purely on scholars – that is, people with an interest in the things they were researching – but even they had magpie minds. "The figures are instructive," the report says.

CIBER study

CIBER STUDY: The British Library’s CIBER study found that short attention spans weren’t just for kids

"Around 60 per cent of e-journal users view no more than three pages and a majority (up to 65 per cent) never return … It’s clear that users are not reading online in the traditional sense, indeed there are signs that new forms of reading are emerging as users ‘power browse’ horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense."

The British Library study revealed another concern: "The speed of young people’s internet searching indicates that little time is spent in evaluating information, either for relevance, accuracy or authority. Researchers have similarly found young people give a consistent lack of attention to the issue of authority. In one study, many teenagers thought if a site was indexed by Yahoo it had to be authoritative."

Good tech, bad tech

So are we raising a generation of internet-addled kids with zero attention spans? Perhaps not. The study of 3,001 English and Scottish schoolchildren by the National Literacy Trust found that children who blog or post on social networks "have higher literacy levels and greater confidence in writing", with 61 per cent of bloggers and 56 per cent of social networkers claiming to be "good or very good at writing" compared to 47 per cent of nonblogging, non-networking children. "Pupils who write online are more likely to write short stories, letters, song lyrics or a diary," it reports.

National literary trust

ANOTHER STUDY: The National Literacy Trust found that children who write blogs and get involved in social networking tend to be more literate and more likely to write for fun

Technology isn’t good or bad; it just is. When we use it wisely it improves our lives, and the very distractions that ruin our attention span also make us amazingly good at juggling massive amounts of information.

"That’s why we love it and use it," Dr Small says, "because it really enhances our lives … for the most part it’s not going to harm us as far as we know, but I do think there are these subtler effects to which some people are more sensitive.

Some people do have problems, some people are addicted, and some people find it interferes with their lives. The issue is: how do we maximise the benefits and avoid some of the potential risks?"



Filed under: Article of the Week,

Alice in Wonderland

By Kent Turner — School Library Journal, 3/5/2010

Purists will be perplexed and the average moviegoer ultimately disinterested by director Tim Burton’s pedestrian spin of Lewis Carroll’s 1865 classic, Alice in Wonderland. Those hoping to see the heroine swim in the pool of tears, the pig-baby, or the Mock Turtle will leave disappointed. Instead of losing her way in Wonderland, this Alice takes the Harry Potter/Lord of the Rings route, fighting evil as an empowered warrior.
This umpteenth adaptation begins with six-year-old Alice waking up from a strange dream—she remembers something about a blue caterpillar and a dodo. The film then flash forwards 13 years later. Alice (Mia Wasikowska) is now a lovely, porcelain-skinned young woman with blond ringlets about to become engaged to a fey aristocrat. Right as he’s on his knee proposing to her, Alice’s attention diverts to a rabbit rummaging in a hedge. She runs after it, and plunges into the hole in which the hare vanishes.

From a hookah-puffing Caterpillar, Alice is given an ancient scroll, “the Compendium,” that prophesizes that someone by the name of Alice must kill the dragon-like jabberwocky, the protector of the tyrannical Red Queen (Helena Bonham Carter). Before she accomplishes this, she must first find a sword with magical powers. Her newfound confidant, the Cheshire Cat, tells her that the sword knows what it wants, she just needs to hold onto it.

The script by Linda Woolverton chucks out the episodic nature of the original novel and imposes a hero’s rite of passage, turning the bizarre into the rational. There’s nothing wrong with Alice as a take-charge action figure—if only she actually did anything. She’s more a bystander than participant, even in battle. And it’s not as if the original Alice was insipid or a shrinking violet. She may not always have known what to say or do, but she was still only a child.

The film was 3-D-ified only in post-production, which may explain why this Wonderland is muted compared to the film adaptation of Neil Gaiman’s Coraline. Down in the rabbit hole, the computer-generated production design is pretty much what you’d expect from Burton: a dark, misty forest with spinney trees; and a far-out, garish Mad Hatter, orange hair sprouting out from his hat, clashing with his pale green eyes. Speaking in a strange brogue, Johnny Depp adds a lisping, foppish eccentric to his resume of crazed Brits. Unfortunately, the humor of his frantic and often indecipherable antics with the March Hare and the Dormouse falls flat—the viewer will definitely feel cut-off from their tea party.

The script mashes up Carroll’s Wonderland with his follow-up Alice Through the Looking Glass, bringing in Tweedledee and Tweedledum, the jabberwocky, and the White Queen, played by the ghostly Anne Hathaway, who sends up her Princess Diary heroine, ever so dainty with the florid hand gestures to match. (If you’ve seen her spoof Mary Poppins on Saturday Night Live, you’ll get the idea.) Acting and not special effects seizes the day; Hathaway and Bonham Carter (with an inspired and freakishly outsized head and gusto) save the film from monotony.

Advancing Alice’s age automatically takes away her sense of wonderment or befuddlement. The dialogue of Carroll’s Alice would sound strange coming out of the mouth of a 19-year old. However, no matter fantastic her surroundings, Alice remains an unfazed observer, calmly repeating to herself that all she’s seeing is a dream. So if nothing matters to her, why should the audience care?

Directed by Tim Burton
109 min.
Rated PG
Photos courtesy Disney Enterprises

Filed under: Snippets,

Website of the week: Reading


Reading: Harvard Views of Readers, Readership, and Reading History

is an online exploration of the intellectual, cultural, and political history of reading as reflected in the historical holdings of the Harvard Libraries. For Internet users worldwide, Reading provides unparalleled digital access to a significant selection of unique source materials—more than 250,000 pages from 1,200 individual items, including 800 published books and 400 manuscript selections.

Reading offers highly selective views from the Harvard library collections on reading as an acquired skill, as a social activity, and as a valued and highly engaging individual act. The materials digitized for Reading are drawn from holdings of the Harvard University Archives; Houghton Library and the Harry Elkins Widener Memorial Library; the Monroe C. Gutman Library of the Harvard Graduate School of Education; and the Arthur and Elizabeth Schlesinger Library on the History of Women in America at the Radcliffe Institute for Advanced Study.

Filed under: Website of the week

New Arrivals (03/03/2010)



Call No.



001.076  AIE


 AIEEE mathematics in 30 days

001.076  ANI-N

 Anita Tayal

 National Science olympiad: Read ‘n’ tick work book, Class3-10

001.076  ARI-A


 AIEEE Chemistry: Chapterwise solutions with 10 mock tests

001.076  ARI-A


 AIIMS, All India Institute of Medical Sciences, Delhi MBBS entrance exam: Solved papers (1999-2009) and 5mock tests

001.076  ARI-A


 AFMC entrace exam: Solved papers (1999-2009) and 5 mock tests

001.076  ARI-I


 Indian Air Force airman Group ‘Y’ (non technical trades) examination

001.076  ARI-I


 Indian Air Force Airman Group ‘X’ (technical trades) examination

001.076  ARI-K


 Kerala-CEE, medical, Kerala common entrance exam: 12 years’ solved papers (1998-2009)

001.076  ARI-N


 NTSE exam 2010 for class VIII

001.076  DIS-N


 NTSE: National Talent Search Examination, class VIII

001.076  GUL-M

 Gulati, S L

 Mathematics for NDA

001.076  GUP-N26

 Gupta, Anjani A

 NDA: National diffence academy and naval academy examination

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book  9

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book  7

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book  6

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book 5

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book 2

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics olympiad: Work book  10

001.076  PAL-S

 Pallavi Aggarwal

 Science olympiad foundations’ International mathematics Olympiad: Work book  8

001.076  SHA-N

 Sharma, Bhagawat Swarup, et al

 National Talent Search Examination and national Means-cum-Merit Scholarship for clas VIII

001.076  TMH-C


 Course in mathematics for IIT -JEE, 2010

001.076  TMH-I


 IIT master: Solutions to 25 years IIT-JEE objective questions

001.076  TMH-I


 IIT Mathematics: Topic-wise solved questions since 1978

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 10: Physics

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 10: Mathematics

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 9: Chemistry

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 9: Physics

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 8: Chemistry

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 8: Physics

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 10: Chemistry

001.076  TRI-I

 Trishna Knowledge Systems

 IIT foundation series, Class 8: Mathematics

180  ABD-G

 Abdul Kalam, A P J

 Guiding souls: Dialogues on the purpose of life

375  CBS-S


 Senior school curriculum, 2011, Vol.I: Main subjects

375  CBS-S


 Secondary school curriculum, 2011, Vol.I: Main subjects

510  ARO-O76

 Arora, O P. et al.

 Objective mathematics Vol.2

540  KAP-O100

 Kapil, P N, et al.

 Objective chemistry Vol.1

540  KAP-O100

 Arora, O P, et al.

 Objective mathematics Vol.1

540  KAP-O100

 Kapil, P N, et al.

 Objective chemistry Vol.3

540  KAP-O100

 Kapil, P N, et al.

 Objective chemistry Vol.2

823  CHR-P

 Chrichton, Michael

 Pirate latitudes

823  DAH-C

 Dahl, Roald

 Complete adventure of Charlie and Mr. Willy Wonka

823  DAH-C

 Dahl, Roald


823  DAH-C

 Dahl, Roald

 Charlie and the chocolate factory

823  DAH-C

 Dahl, Roald

 Charlie and the great glass elevator

823  GRE-T

 Green, Roger Lancelyn

 Tale of ancient egypt

823  HAR-R

 Harris, Thomas

 Red dragon

823  HEM-A

 Hemingway, Ernest

 Across the river and into the trees

823  HEM-D

 Hemingway, Ernest

 Death in the afternoon

823  HEM-F

 Hemingway, Ernest

 For whom the bell tolls

823  IRA-Y

 Irawati Karve

 Yuganta: The end of an epoch

823  MON-A

 Montgomery, L M

 Anne of green gables

823  VIK-S

 Vikas Swarup

 Six suspects

823  WIL-M

 Wilson, Jacqueline


823.01  DZI-F

 Dziemianowicz, Stefan, Ed

 Fifty more detective stories

823.01  DZI-F

 Dziemianowicz, Stefan, Ed

 Fifty more ghost stories

823.01  DZI-F

 Dziemianowicz, Stefan, Ed

 Fifty detective stories

823.01  DZI-F

 Dziemianowicz, Stefan, Ed

 Fifty more witch stories

823.01  HEM-W

 Hemingway, Ernest

 Winner take nothing

823.01  SAR-F

 Sarrantonio, AI, Ed

 Fifty horror stories

925.1  NAS-B

 Nasar, Sylvia

 Beautiful mind: The life of mathematical genius and Nobel laureate John Nash

927.96  SAN-I

 Sanford, Christopher

 Imran Khan: The cricketer, the celebrity , the politician

R  001.076  BAB-K


 Kerala medical entrance question bank

R  001.076  SIJ-M

 Sijwali B S and Tarun Goyal

 MAT: A complete reference manual

T  320  NCE-P


 Indian constitution at work: Text book for class XI

T  320  NCE-P


 Political theory: Text book for class XI

Filed under: New Book Alert,

World Book Discovery Encyclopedia in the Library



13 volumes

With almost 200 added pages and eye-catching and information rich special features, The Discovery Encyclopedia is ideal for introducing important research skills to young learners and visual learners. More than 3,300 colourful illustrations, diagrams, and maps enrich thousands of articles relevant to the curriculum.

Key features include:

  • Elements found in adult reference works, such as cross references, guide words, pronunciation guides, and an index, help develop necessary research skills.
  • Entries chosen with the advice and assistance of teachers, school librarians, readability specialists, and other educators.
  • A cumulative index and an atlas of world maps in volume 13.
  • Articles that engage students of all ages, including those in adult education and ESL programs.
  • Alphabetical arrangement and bold, clean design help students find topics easily.
  • Maps, tables, charts, and diagrams are clear and easy to understand.
  • Dozens of beautifully illustrated special articles on such high-interest topics as dinosaurs, human body, endangered species, Internet, moon, rain forests, and ancient Rome.

    Come to the Library to see and Read the Encyclopedia

    Filed under: Exhibitions,Displays,

    What you call for 1 followed by 27 zeroes, Hella ?


    By Michael Banks

    “Yotta”, “zeta”, “exa” and “peta” could now be joined by a new number prefix, the “hella”, if a physics student from University of California, Davis, gets his way.

    Austin Sendek has started a petition on the social networking site Facebook to establish a new, scientifically accepted prefix for 1027(that is 1 followed by 27 zeroes, or 1000000000000000000000000000).

    Yotta (1024), which was established in 2001, is currently the largest number established in the International System of Units (SI) – the world’s most widely used system of measurement — with zeta (1021), exa (1018) and peta (1015) following close behind.

    “Hella” comes from Californian slang for “very” or “a lot of”. Sendek says that by accepting the term the SI system can “not only rectify their failing prefix system but also honor the scientific progress of Northern California.”

    The petition is gaining ground fast with over 20 0000 signatures (or “fans” on the Facebook page) – or 0.0000000000000000000002 hellafans.

    So what could you use the hella for? Sendek claims it could be applied in many “crucial calculations”, including the wattage of the Sun (0.3 hellawatts), or the number of atoms in a large sample (6 hellaatoms in 120 kg of carbon-12).

    Sendek has not said what he would like to call the number for 10-27 (10-24 is the yocto).



    Filed under: Snippets, , , , ,

    Desktop Library turns a big hit


    New Indian Express, 02 March 2010



    Filed under: Library in the News, , , , , , , ,

    When you use Mobile phones

    Mobile phones are great for keeping in touch—you can call or text your family and friends, surf the net, take and send photos, record sound and track where you are.

    While you can do all sorts of things with your mobile, there are some risks and points you should keep in mind.

    Cyberbullying, people making inappropriate contact, access to unsuitable content or ‘free’ ring tones that lead to very high phone bills can be a problem. Privacy is also important. In the same way you protect your privacy online it’s important not to share private/ personal details or photos using your mobile phone. It’s easy to forward SMS messages and photos but you never know where they might end up.


    • Only give out your mobile number to people you know and trust. Respect your friends’ privacy by not giving away their details without permission.

    • Keep your personal information private. Don’t share personal details like your name, address or school with people you don’t already know in real life.

    • If you plan to send private information to anyone using your mobile phone, talk to a trusted adult before you send. Being cautious is the best plan.

    • Think before you send. The person who you send information, pictures or videos to may not be the only one who will see them—so if you don’t want them to go public, don’t send them.

    • When you’re looking to buy a phone, check details of service plans or contracts, the type of phone and what it offers. Buy the one that suits your needs and use—and won’t cost the earth.

    • Don’t accept offers that sound too good to be true. They probably are, and it could lead to really high bills. Check with your parents before accepting any offers.

    • If your phone is lost or is stolen, notify your network carrier and the police immediately. Tell them your IMEI number (generally found inside the battery compartment of your phone or by pressing *#06#) and any other identifying features of the phone. If you use Bluetooth, change the settings so that the phone is not ‘discoverable’. This means that it can’t be found or discovered by other Bluetooth-enabled devices searching for another one. Keeping your phone undiscoverable is a good protection against potential attack.

    Tips for dealing with unwanted SMS and voice messages

    • Don’t respond.
    • Save the message and the date, time and number of the can.
    • Let a trusted adult know, like your parents or brother/sister.


    Mobile phones are banned in Kendriya Vidyalayas

    Filed under: Online safety Tips, , ,


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    CHILDLINE 1098 service is a 24 hour free emergency phone outreach service for children in need of care and protection.

    CBSE Toll Free Tele/Online Helpline

    Students can call 1800 11 8002 from any part of the country. The operators will answer general queries and also connect them to the counselors for psychological counseling. The helpline will be operational from 08 a.m to 10 p.m. On-line counseling on:

    S. L. FAISAL
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