PROCEEDINGS

PPI Hyderabad 2013

From The Organizing Committee

The honourable HE Ambassador of The Republic of Indonesia, Rizali W Inderakesuma. The honourable Education attach of the embassy of The Republic of Indonesia, Dr Eng. Son Kuswadi, and all invited speakers. I am very happy to welcome you all speakers and participants to Hyderabad, the amazing city in south India and welcome to the International seminar on book matters in Indonesia and India; Its challenges and potentials. The seminar is presented by Indonesian Students Association in India and hosted by Indonesian Students Association in Hyderabad in collaboration with The Embassy of The Republic of Indonesia New Delhi. The seminar brings discussion on Book Matters in Indonesia and India. The seminar, is attended by academics and professionals, produced the basic ideas for future discussions about book matters in Indonesia and India. It is a very important topic because it is one of the main aspects of educational growth in both countries. As the aims of the seminar are - To Participate actively and directly for providing new ideas and intellectual input to the members of Indonesian Parliament of Commission X on the the Book matters In Indonesia. - To study intensively on the important points of Draft of law on Book matters in Indonesia and compare it with the regulation systems of Book matters in India. - To raise awareness of the students and the people of Indonesia in India on the law on Book matters and National Policies of Books in Indonesia. Special thanks go to embassy of the Republic of Indonesia for the great support on our seminar. Id like to thank for the invited speakers both from Indonesia and India. Thanks for your availability to share the ideas with us. - Mr. Ahmad Fuadi, Writer Negeri 5 Menara Novel. - Mr. Shri. M.A. Sikandar, Director, National Book Trust, India - Mr. Husni Syawie., Association of Indonesian Publishers - Saiful Bachri, NGO, and Journalist from Indonesia - Dr. Deepa Chattopadhyay, Cambridge University Press Hyderabad - Dr. (Mrs.) T. Sudha, Principal, Delhi Public School, Hyderabad. - Dr Eng Son Kuswadi, Education Attach, The Embassy of The Republic of Indonesia - Prof. Z N. Patil, Head, Dept of Training and Development, EFL University, Hyderabad - Prof. Pretty Kumar, Potti Sreeramulu Telugu University - Prof. Aswini Kumar Mishra, INDUR, Institute of Engineering and Technology. - Dr. Sheba Victor, EFL University, Hyderabad - Dr. Susanto, as the Steering committee Also Id like to thank to all committees and participants in this seminar. This seminar formulated the results, problems, and inputs that will be proposed to the Indonesian parliament. I do hope the Book maters in Indonesia will be better, from the policy, law, regulations, and publishing. Warm Regards,

Wildan M Muttaqin wakil@ppi-india.org seminaronbookmatters@gmail.com

CONTRIBUTION OF NATIONAL BOOK TRUST, INDIA FOR ENRICHING BOOKS AND ENHANCING READING HABITS IN INDIA
By M. A. Sikandar Director, National Book Trust, India. New Delhi 110 070 director@nbtindia.gov.in

1.

Introduction

Publishing Industry in India is one of the fastest growing industries and as per the available statistics, India is the third largest in English language publication and ranks next to US and UK in the same. India is also the 7th largest publishing industry in the world and produces over 100,000 books/publications annually. It has about 80,000 registered Newspapers, journals and magazines. The estimated export of Indian books and publications are around US $ 1 billion. It has more than 19,000 publishers and majority are in private sector. India has 22 official languages as per the Constitution of India and all these 22 recognized Indian languages have their own script. However, as stated above, the majority of publishing is done in English language, followed by Hindi, Bengali, Malayalam, Marathi etc. iIndia is truly a multilingual country which has 780 spoken languages with 66 different scripts. About 122 languages ii are spoken by more than 10,000 people in India, out of which 22 are major Scheduled languages. For instance, the state of Arunachal Pradesh has as many as 90 languages, followed by Assam with 50 languages, Maharastra with 39 languages, Gujarat with 48 languages and West Bengal with 38 languages.

2.

Legal frame work of publishing

The legal framework of publishing in India permeates a multiplicity of authorities and regulations. The registration of books is governed by the Press and Registration of Books Act, 1867 (Amended upto 1983), which is the oldest piece of legislation existing in India. The Act does not provide for compulsory registration of books but enables creation of a catalogue of books at State Government level.
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As a result,

there is no centralized data about books published in India. The Act is regulated by

the Ministry of Information and Broadcasting, Government of India. Indian Copyright Law, 1957 (amended upto 2012) is being administrated by the Registrar of Copyrights, Ministry of Human Resource Development, Govt. of India. Similarly, the Book Export-Import policies are regulated by the Ministry of Commerce, Govt. of India.

3.

Major Stakeholders in Book Promotion and Publishing:

The major stakeholders in Book promotion and publishing in India are:

(i)

Ministry of Human Resource Development Responsible for Book Development & Copyright Laws Issue of ISBN Numbers to publishers and authors National Book Trust, India Book Publishing and Book Promotion

National Council of Education, Research and Training (brings out school text books)

(ii) -

Ministry of Culture

Responsible for managing National Libraries, Public Libraries and policy formulation on Libraries.

Recently, a National Mission on Libraries has been constituted under the chairmanship of Prof. Deepak Pental, former Vice-Chancellor of University of Delhi (iii) Ministry of Commerce and Industry

Responsible for Book Exports through its Book Division of Chemical & Allied Export Promotion Council of India (CAPEXIL) (iv) Ministry of Information and Broadcasting

Regulation of the Press and Books Registration. Publication Division brings out Parliament Debates and Speeches

4.

National Policy on Education The National Policy on Book Promotion and Development iv is included in the National Policy on Education, 1986 (modified in 1992). The NPE emphasised on (a) availability of books at low-prices for peoples education (b) Bringing improvement in the quality of books (c) Having special focus on quality Childrens Literature, text

books (d) Promotion of reading habit and encouragement of creative writing (e) Protection of Authors interests and (f) Support to translation of foreign books into Indian languages and vice-versa

5.

Findings of National Youth Readership Survey 2009

NBT, as part of nurturing reading habits and developing conductive environment for publishing conducts Surveys and Studies through National level Research organization from time to time. Considering the fact that the India has a very young population, in the past it took an initiative to frame a National Action Plan for the Readership Development among the Youth (NAPRDY) and entrusted the job of undertaking the first ever National Youth Readership Survey from the perspective of book reading habit to the National Council of Applied Economic Research (NCAER), New Delhi. The vSurvey was completed in the year 2009. The findings of the study has been published by the NBT Indian Youth Demographics and Readership Results from the National Youth Readership Survey. The important revelations of the study are: (a) The youth population (13-35 years of age group) in India constitutes 38% and is around 500 million and is expected to reach around 600 million by 2020. (b) 62 % of the literate youth lives in rural areas and the rest 38% lives in urban areas. (c) 56% are male and remaining 44% of literates are female. (d) Among the literate youths, only 25% constitutes readers- the one prefers to read beyond their curriculum for knowledge enhancement, pleasure or relaxation. (leisure reading) (e) About 32 % readers are in urban and 21% are in rural. (f) Readership is directly linked to the level of education of literate youth. (g) About 42% readers show preference for fiction books, 23% preferred non-fiction books and 35 % are comfortable with both. (h) Non Fiction preference: About 31% religious books, 30%

biographies/autobiographies, 12% current affairs, 9% philosophy, 9% self-help books and 4% liked travel books. (i) About 47% of the readers gave knowledge enhancement as the first reason for reading leisure books. (j) Among youth readers, Hindi is the language first preference for reading books and English is the second preferred language for reading books.
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(k) About 40% of the youth readers have visited the book promotion events at least once. However only and only 15% visits book promotion events regularly. (l) Three preferred factors for purchase of books by the youths are price (30%), subject (29%) and Authors profile(26%) (m) About 75% literate youth believe that reading is more important than watching television or surfing internet. (n) 40% feel that publishing houses have very important role to play in the society, while 28% feel the role was somewhat important. Popularizing leisure reading in multi-lingual and multi-cultural country like India is a mammoth responsibility of the State and other stakeholders. The national objective of creating a secular, progressive, modern and self-reliant society cannot be fulfilled if the minds of our young are not enriched with ideas that contribute to attain our goal. Ultimately the culture of reading is broadly linked to the socio-culture and political commitment of the nation. While the national literacy mission has led to the historic adoption of the Right to Education as a Fundamental Right, it would be ideal to see matching commitment to instil the reading habits as a natural corollary. The National Youth Readership Survey 2009 has established that the section of the Indian youth which has had the privilege to pursue education at the higher levels is also the same that has acquired the reading habit. This empowers them to make economic, cultural and political intervention in society. Therefore, the role of the National Book Trust becomes crucial at this stage. According, NBT has now established a Research and Innovation Cell to carry forwarded similar research and surveys in the field of reading promotion and publishing.

6.

National Book Trust in promoting reading and books in India

Books are the expression of the human mind of creativity, wisdom and knowledge. Books have always played an important role in shaping the nation and the society.
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The National Book Trust India being the apex body established by the Government

of India in the year 1957 shouldering the responsibility of producing good literature and promoting reading habits in India with the objective of creating the culture of reading habit among the masses. The major activities of NBT includes publishing non-text books, organising book fairs, book exhibitions, conducting literary events, seminars, children activities, training in publishing, participating in international book fairs to promote Indian literature, providing financial assistance to non-Government
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organizations, authors or publishers bodies to organize various book promotional activities to encourage promotion of books and reading. NBT publishes general books which include work of fiction, books on social sciences, popular science and cutting edge technology for all segments of society and for all age groups. NBT also publishes a wide variety of books for children and post-literacy reading materials for neo-literates. Moderately priced, NBT brings out books under 21 different series in English and in all major Indian languages. The NBT has played a vital role in providing quality books to all target audience including children in the last five decades of its existence particularly the marginalized society. It also participates in various international book fairs to promote Indian books abroad. The NBT is perhaps the only publishing body publishes variety of books in more than 30 Indian languages for all segments of society and age groups with an affordable price. It is also engaged in organizing the New Delhi World Book Fair, National and Regional Book Fairs across the country. The Government of India during the
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12th Five Year Plan period 2012-17 has

mandated the NBT to focus on digital contents.

7.

Historical perspective of Publishing in India

The origin of modern Printing and publishing in India today can be traced back to 1557 when Jesuit Missionary arrived at India. They used printing technology in this earlier period popularise to religious texts.
viii

It is only in the 18th century that books

on secular nature started making their appearance in Indian languages prominently in Bengali, that too, in todays Kolkata during the British Rule. This changed the then prevailing listening tradition to reading tradition in India. The development of publishing in India became much more marked with the attainment of independent in 1947. With its long history of indigenous publishing, India now has become one of the largest and most efficient publishing countries. There are several multi-national publishing companies which continued to operate after the independence of India. Government of India allows 100% FDI in publishing houses. Today demand for books are increasing in India because of its young population. The challenges are piracy and remainder imported books dumped by European publishers for English readers.

8.

Indian Publishing industry - Key Issues

The publishing industry in India is registering a very high rate of growth. The unit sale of books in India is considered next to that of China. Yet the publishing industry has not been recognized as an industry by the Government of India. Of late, a lot of young people are attracted towards book reading. The growing number of literary festival in many cities shows the popularity of reading habits in the country. Today the active printing presses in India is more than 130,000 with 1.3 million work force with a growth rate of 12% per annum. India has emerged one of the global hubs for outsourcing in Publishing and contents. According to an estimate, Indian publishing outsourcing is pegged at $ 1.2 billion for the year 2012-13. The
ix

Neilson Bookscan Report for 2012 on publishing reveals that the book sales in

India is growing by 38.2% as against (-) 9.3% in U.S and (-) 3.4% in U.K.

In India there is no compulsory registration of books under law. The publishers are only expected to send books to the designated State authorities under the existing Act whereas in the case of newspaper there is a compulsory registration. Moreover, there are no coordinating efforts at Central level to collect data from each State/UT. At present I&B Ministry is responsible to administer the said Act. The role of Ministry of HRD is minimal with regard to administering the Act. Even obtaining of ISBN code from the Book Promotion & Copy Rights Division of the Ministry of HRD is only optional. Here is a situation where the legislation related to maintenance of records of published book are to be dealt by Information & Broadcasting Ministry, ISBN Numbers are issued and maintained by M/o HRD and sending of published books to National Libraries are dealt by M/o Culture.

Similarly the book promotion is the subject matter of M/o HRD (Deptt. Of Higher Education) whereas Libraries are under the M/o Culture. However, both the

Ministries are running scheme of financial assistance for Book Fairs and literary activities. Because of the sheer size of the country, the complexity of its linguistic scene and the varying level of education among the population, communication becomes paramount and poses some hindrance.

Apart from writing and publishing, translation is another sphere of activity which assumes a crucial role. A need was felt for translation of books in English to Hindi
7

and other Indian languages and vice-versa. Hindi becomes an important link language for cross translation in Indian languages.

9.

Future challenges

The marketing of books are done in India in a conventional way through chain of book shops, distributors, agents, book fairs, book exhibitions. However, recently, the sale of books are increasingly through e-stores. Two major stakeholders are Flipcart and `Amazon which are changing the way of distribution network in India. These giants are offering an attractive discount for books which are now made available at the door steps of the customers and book lovers. Several major chains of book shops are shutting down because of huge expenditure on real estate, maintenance cost and persistent demand from the customers for heavy discount. NBT is also taking the advantage of the new distribution network and market created by .com companies to reaching the books at the door steps of customers at an affordable cost. xA recent survey reveals that 62% prefer to opt for online shopping as against 30% who still prefer to go out to traditional markets and shops in Delhi. It is true in some other major cities like Mumbai, Bangalore, Hyderabad etc. This needs to be mentioned, however, that in India, according to the recent survey, only 9.5% population has an access to the computers. Out of which about only 3% has internet access. Only one percent of rural population and 8% of urban household have computers with internet facilities.

10.

Conclusions

The National Book Trust, India being the organ of the Government of India, is functioning under the overall control of the Ministry of Human Resource Development, Government of India and is totally dependent on the Government funds to outreach its programme on book promotion, publishing and reading. Perhaps it is the only organization engaged in production and sale of books in India and abroad under the Department of Higher Education, Government of India. Being a Government run organization under the social sector, it has its own limitations in venturing into profit making. It rather restricts its role to promote books and reading.

NBT in its endeavour has been bringing out good literature for all age group to common man of India at an affordable price for the last five decades. This has brought a true book culture not only in big cities but even small towns and rural areas through its various sustained programme. This has been recognised by various stake holders in India. However there is a further scope for NBT to expand its reach by taking the help of modern techniques and continuous improvement in its quality of books and method of delivery. Most of the chains of book shops managed by private sector are unwilling to keep NBT publications because of their subsidised rates as a very little margin is available to the seller. Now because of advent of new system of distribution network through e-commerce mode, there is a huge opportunity available to NBT to expand its reach of books to public at large.

On the other front, there is also a need to establish a separate Export Promotion Council for Books in India so far to help the Indian publishers to export books under the Ministry of Commerce on the lines of other commodities. There are other issues peculiar to Indian publishing industry where the main stake holders i.e. Publishers Association and Federations are not united. There is also a need to nurture such Institutions so that they are self served and over dependence on Government could be reduced in future.

HOW BOOKS HAVE CHANGED MY LIFE

By Ahmad Fuadi (the author of best-selling Negeri 5 Menara trilogy).Twitter: @fuadi1 Topic: Book matters to build multilingual society November 16 2013. Hyderabad, India

This is one of the student dormitories and is known well by all of the alumni because every first-year student stays in the dormitory called Al-Barq, which means lightning. We want each new student to boom as strong as thunder and shine as bright as lightning, explained our guide. Standing beside me, Rajas eyes beamed. The tour continued to the south of the pesantren, passing a row of tamarind trees dense with hanging fruit. As a place that emphasizes knowledge, we have a complete library. The collection of thousands of books in English and Arabic are kept in what we call the maktabah or library, said Burhan as he pointed to an antique building shaped like a Javanese house. Please mind your voices. From the wide open doors and windows, we peered inside. There was no sound except the crinkling of pages turning. Everywhere I looked, I only saw piles of books, wall-to-wall, floor to ceiling. Some people were engrossed in reading at wooden desks lined up between the bookshelves. Dulmajid didnt stop clicking his tongue and shaking his head. (The Land of Five Towers by Ahmad Fuadi, page 31).

How books have changed my life. I was given a discussion topic on how books could build a multilingual society. As a novelist, I will discuss this topic from a writers point of view. I will be talking from my own experience on how books have touched and changed the course of my life and on how books have inspired me to learn other languages.

Let me start with this personal story. When I started writing my first novel Negeri 5 Menara (The Land of Five TowersEnglish edition) in 2008, I had never imagined the book would be one of the most popular Indonesian novels. The Land of Five Towers has been the number one bestselling Indonesian novel for almost 3 years and has won several prestigious awards. It has also broken the 40-year record as the most reprinted local novel from my publisher, Gramedia Pustaka Utama, one of the oldest publishers in Indonesia.

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The popularity of the book has changed my life in an interesting way. Almost every week, I am invited to different parts of Indonesia to discuss the book and its sequels. I was also invited to speak at book-related events in the US, Germany, Australia, Singapore, and Malaysia. I am frequently asked to appear on TV and radio talk shows and featured in various media from unlikely Esquire, Cosmopolitan, and Mens Health to obvious local muslim student magazines. Strangers start to say hello at airports or malls, ask for my signature, and politely ask for taking their photo with me. Several times, expecting mothers and fathers ask me to name their children. With all these activities in my schedule, in 2009 I resigned from my job as a communications director of a global conservation organization and decided to embark on a new journey in my life: a fulltime writer.

Another important impact of these books was the creation of Komunitas Menara, a social foundation I have founded to help the unfortunate gain access to education. Part of my book royalties and readers donation is channeled to support this foundation. Through this foundation, we have built free schools in locations where urban poor live. For me, books are not only about literature, but are also tools to start a social movement to help others.

My trilogy follows the life of Alif Fikri, a protagonist who was born in a remote village by Lake Maninjau, an ancient caldera in West Sumatera. The first novel, The Land of Five Towers (2009), is about his teenage years in an Islamic boarding school in Java; the second book, The Earth of Three Colors (2011), is about his university years in Indonesia and Canada; the third, The Bay of One Destiny (early 2012), is about his struggle to find love and the meaning of his life.

My first novel is a coming-of-age story, with a pesantren in Java and a matrilineal culture in Sumatra as a background. Why my first novel is a huge success in Indonesia? I am not sure. Some would say that probably because Indonesian muslims and non-muslim alike are curious about what happens behind a gate of a pesantren. Other might say, may be because the book offers an inspirational story of a simple village boy, against all odd, who realizes his dreams by traveling to different countries to seek knowledge and experience.

The Land of Five Towers has been adapted into a full feature film and was released on March 2012. It was widely anticipated and was viewed by around 1 millions viewers across the country. This first novel has been translated into English and Malay, and is in the process of being adapted into a comic. My books are widely read by teenagers and adults alike, and have
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gathered a large following. The books are read at schools in Indonesia, Singapore and Australia, universities, mosques, and even prisons. To date, the whole series has printed more than 400.000 copies (not to mention ubiquitous pirated versions). Printed version is already available globally through amazon.com and iTunes (e-book). Inside my grand fathers room. I was born in a small village by the caldera of the dormant Maninjau volcano in West Sumatra. The beautiful Lake Maninjau was formed 52,000 years ago when the ancient volcano erupted.

I was very fortunate for having parents who always want to pass on their love of reading to their children. Since I was a child, I have been surrounded and spoiled by books provided by my family. My mother taught at an elementary school and my father taught at a madrasah, a pesantren. I remember dearly that my father would bring todays newspapers or books every time he comes home from his office.

In addition to that, my grand father, a head master of a madrasah, kept his personal office full of books in Indonesian, Arabic and English. When he was away from the office, I was free to roam the room and go through his book collection one by one. One of my favorite books in that room was Al-Munjid, a thick Arabic encyclopedia. Back then, I did not know how to read Arabic, but I enjoyed the colorful illustrations very much. Probably, that was the first time I saw books written in other languages than Indonesian.

Other than books written by local authors, I used to read books written by Enid Blyton, Mark Twain and Karl May depicting foreign life in the USA and England. Exposed to books from different parts of the world make me aware of other countries. Probably this was the moment when I started dreaming of going abroad to see faraway lands and waters.

However, my early exposure to local and foreign books has not transformed me into a multilingual person. But it has made me aware of other languages and probably encouraged me to learn languages other than my own mothers tongue.

***

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Multilingual society.

When I was 15 years old, my mother asked me to leave my village to take a long journey to Java to learn Islam. At first, I was hesitate to go because I did not want to be a cleric or ustadz. In the end, I fulfilled my mothers wish. Halfheartedly, I left home to travel 1600 kilometers from Sumatra to Java, a grueling three-day bus ride to a school I did not want to go to. An Islamic Boarding school, or pesantren in a small village called Gontor, in eastern Java. Think of Harry Potters first trip to Hogward.

My formative year at the boarding school was a crucial moment in my life. It was there that I started to learn, practice and read both Arabic and English. We were inspired by our highly motivated teachers and excited to learn new languages. I recall that one of popular activities among students were to send letters to overseas to ask for free printed reading materials.

Although local media was censored, MP allowed us to receive magazines from abroad, because this was part of the project to deepen our Arabic and English. So we sent flocks of letters all over the world, to America, the Netherlands, Germany, England, Pakistan, Belgium, and Saudi Arabia. No need to work hard on writing the letter; our seniors already had a letter template full of praises that worked to convince people to send us free magazines and books. Actually, there was just one point to these letters. Dear good people abroad, please send us as many free books and magazines as possible and as fast as possible! Where would we send these letters? Our seniors also already had a list of organizations and addresses that could be contacted. These addresses had been tried and tested for many years and were willing to respond to letters from MP. But there were also those who blindly sent letters. As long as they saw a foreign address and thought there were free publications to be had, they sent one. Obviously, due to this hysterical writing letters to overseas, piles of packages and envelopes full of publications poured in from various countries every day. A month ago, the six of us sent some letters for free magazines. From our experience so far, we knew it took a month for any possible answers to start coming. For the past few days, Raja, Said and I had been diligently crowding with dozens of other students in front of the announcement board for packet recipients, which was updated every day at four oclock. Only big and tall Said could see without standing on his tiptoes like a penguin ready to mate. Alif and Raja, you guys are there on the list of publication recipients! Said shouted. He only had to stretch his neck a little to be able to read all the names. His eyes continued to
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move down the list before finally giving up. There are no more...no more. When will BBC send me English League brochures? he complained, looking like a kindergartener whod lost his toy cars. (The Land of Five Towers by Ahmad Fuadi, page 162)

***

Books as the tools of international diplomacy.

While only 1.126 publishers are listed as members of IKAPI (Indonesian Publisher Association) 1, it is believed there are about 3.000 publishers in operation in Indonesia. Each year they publish about 25.000 titles which about half of them written by Indonesian writers. Although Indonesian writers have been producing quality works, very little of their works have been translated into foreign languages and thus have not yet been recognized internationally.

If we do a quick online search on the list of Indonesian books available at amazon.com, it will render only a few translated books written by Indonesian authors. Among Indonesian writers who have their works translated into various languages are Pramoedya Ananta Toer, Andrea Hirata, Dewi Lestari, Ayu Utami, and several others. My first novel has been translated into English and Malay. I believe that Indonesian literary works are in need to be introduced and to be known globally. When Indonesian books are available in English and other foreign languages, it is our opportunity to share our stories to the world. We hope that international readers will learn and gain insights about the life, the culture, the believe and the aspiration of Indonesian people.

As a writer, I believe that writers and their literary works can serve as effective promoters to forge international understanding and peace among nations. This can be done when more literary works from different cultures and nations widely read internationally. Books are great tools for soft diplomacy.

http://ikapi.org/about

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We can learn from India on how the country makes its books and authors recognized worldwide. We even can learn from Malaysia on how to make local books read by international readers. In 1993, Malaysia established a government-owned institution called The Malaysian Institute of Translation and Books (formerly known as the Malaysian National Institute of Translation) to provide the infrastructure for Malaysias translation industry. As a limited company, the Ministry of Finance owns the Ministry of Education manages its share and its administration. One of its missions is to internationalize national works continuously through translation and book publishing to produce works recognized worldwide. 2 Indonesia, with thousand of book titles produced each year, is also in need of this kind of national translation body.

***

Books are enabling environment for a multilingual society. Which one comes first? Multilingual society or reading habit? Japan--and also South Korea is an interesting case to discuss. In Japan, literacy rate is almost perfect at 99% and its reading habit is good. However Japanese people are mainly monolingual society. The Guardian reports, Even well-educated adults display poor communication skills in English, despite having studied the language as an exam subject for six years at junior and senior high school. At the same time, though, many pupils leave school with a good working knowledge of English grammar and decent comprehension skills. 3

Japan government is fully aware of this and they are working hard to find a solution. The measure to be taken by Japan is reported in the Higher Education, To help achieve greater English literacy in universities and schools, the report broaches the idea of establishing English as Japan's second official language. All Japanese students should be capable of speaking English before they enter the workforce, it says. The results of a recent survey, which are quoted in the report, reveal that Japan ranks the lowest in Asia in terms of English proficiency.4

http://www.moe.gov.my/en/profil-jabatan?div=70& http://www.theguardian.com/world/2013/oct/08/why-do-japanese-children-lead-world-numeracy-literacy http://www.timeshighereducation.co.uk/news/english-crucial-in-japan/150278.article

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In reference to my own experience, as a writer and as a reader, I would argue that there is no direct correlation between books, good reading habit and the creation of multilingual society. Books are not the single factor in creating multilingual society, but good reading habit will certainly provide enabling environment that encourage society to learn other languages. As Japanese experts warned that greater global literacy is crucial to Japans survival as a major player on the global stage, global literacy is also very important for Indonesia.

Reference http://www.timeshighereducation.co.uk/news/english-crucial-in-japan/150278.article http://www.theguardian.com/world/2013/oct/08/why-do-japanese-children-lead-worldnumeracy-literacy http://www.moe.gov.my/en/profil-jabatan?div=70& http://ikapi.org/about

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BOOK MATTERS IN INDIA AS MULTILINGUAL SOCIETY

By Dr. Sheba Victor Asst.Professor Dept. Of Training And Development, EFL University, Hyderabad

THE CHANGING WORLD

The world into which our students graduate today is fundamentally different from the one in which many of us grew up. We are moving towards a world of integration and interdependence as a result of Globalization. Four trends have brought us here: Economic, Science and Technology, Matters of Health and Security and Changing Demographics. In keeping with these trends - people today - sell to the world, buy from the world, work for international companies, manage employees from other cultures and countries, collaborate with people all over the world in joint ventures, compete with people on the other side of the world for jobs and markets, and tackle global problems such as avian flu, pollution and disaster recovery Our globalized society has a whole set of challenges. Global citizens need to develop intellectual and critical abilities to grapple effectively and meaningfully with critical global issues: fighting discrimination, protecting the environment, understanding human rights, accepting basic social values, respecting cultural diversity and so on. Where and how can we develop these abilities? The answer lies in our classrooms.

THE CHANGING CLASSROOM

In this changing world our classrooms play a pivotal role in building and shaping young people for citizenship. The challenge in our countries of Indonesia and India is that our classrooms themselves are changing. With our educational policies we have people from diverse backgrounds seated together under one roof. The fabric, makeup and composition of our classrooms are changing and rightly so. Education is every childs privilege and birthright. However, we are not fully equipped to cope with this responsibility. The teaching community is thrust with this duty to meet the diverse needs of multilingual, multicultural, and multiracial people group without adequate preparation and training. We have a huge

17

commitment to meet that of making our young people responsible citizens of their country as well as preparing them to be citizens of the world.

ENGLISH IN THE WORLD AND THE CLASSROOM

One of the vehicles of reaching this goal of enabling young people to become mature and conscientious citizens of the world is English. The role of English has changed; it is an international language which no longer belongs to a few countries of the world but to all of us. The point is that, in this changing world, changing classroom, change in the status and role of English the way in which it is taught also has to change. The communicative language teaching in the 70s and the functional approach driven by needs analysis and predictable performance objectives through course books portraying British life is now seen more a hindrance than help. Our learners need to learn the language rather than the socio-cultural structuring of a part of the world they are never likely to visit. There is a need to move beyond culture specific course books and more importantly change the perspective of viewing language teaching as a training enterprise.

THE NEED FOR A MULTICULTURAL EDUCATION

India and Indonesia have several common characteristics but today I want to dwell on one special feature our unity in diversity. Both countries are woven together by multiple languages, geographies, religions and culture. Sadly, both our countries in the recent years have suffered from the sweltering heat of intolerance. This situation can be changed and can be reformed chiefly through a multicultural education.

Multicultural education is an idea, an educational reform movement, and a process that seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups.

It is in light of these four aspects: the changing world, classroom, role of English and the need for a multicultural education that I will briefly discuss textbooks in India.

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TEXT BOOKS IN INDIA: ISSUES AND PROBLEMS

In India, textbooks (Especially English Language Textbooks) are based on a syllabus that takes into account the themes and the linguistic and communicative needs of learners recommended by the National Council of Educational Research and Training (NCERT). Textbooks are tools in a classroom to encourage students to become proficient in a language by becoming better thinkers. The aim is to make students use English as an essential means to understanding Indias multicultural and pluralistic society. It promotes citizenship by ensuring that the criteria for content selection springs from the Fundamental Duties laid in (Article 51A of part IV A) such as the duty : (a) to abide by the Constitution and respect its ideals (c) to uphold and protect the sovereignty, unity and integrity of India; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers and wild life, and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity Themes and Topics are from the Common Core Elements in National Policy on Education such as: National identity, Equality of sexes, Protection of the environment, Removal of social barriers etc. Having said this, one must add that there are several issues that need to be addressed.

A. Content i There is a problem deciding the educational worth of a body of knowledge. Who decides what is worth learning? Unfortunately, it is the knowledge of the

dominant class that is made available in schools. ii Material capital and the cultural capital associated with education are unequally distributed. Dominant groups use education, more specifically the curriculum, to see to it that voices other than their own are represented inadequately.

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B. Teacher i The teacher is bound to the prescribed textbook and has no choice nor voice -- in curriculum or materials or assessment. A textbook is prescribed for each subject, and the teacher has to teach it, lesson by lesson, ensure that children can do the exercises given at the end of each lesson without help, for this is what they will have to do in the final examination. ii There is no teacher autonomy as centralized official control denies him any initiative in matters pertaining to the curriculum. iii Unlike other professions, which offered autonomy in professional matters,

teachers have not been given a role in syllabus preparation or freedom to choose suitable textbooks effecting their sense of identity, worth and status iv The textbook symbolises the authority under which the teacher must accept to work. It also symbolises the teacher's subservient status in the educational culture.

SUGGESTIONS:

Informed by the main dimensions of multicultural education is it absolutely necessary that we work on Content Integration and Knowledge Construction in matters concerning our textbooks and teaching.

Content Integration deals with use of examples and content from a variety of cultures and groups to illustrate key concepts and issues within subject and discipline whereas Knowledge Construction relates to how teachers help students to understand and investigate how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed.

Although the above two dimensions are being addressed in India they still are feeble attempts at mere additive knowledge. What is more important than adding information is an endeavor to bring about Transformation. Therefore the dimensions of Prejudice reduction and Equity pedagogy help students develop positive attitudes toward different racial, ethnic, and cultural groups as well as facilitate the academic achievement of students from diverse racial,

cultural, and social-class groups.

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Teacher status should be raised and exalted by granting autonomy; Teachers should be included and invited to participate in framing the curriculum and the syllabus. This would fall under the domain of an empowering school culture and social structure. When implemented it requires that the total environment of the school be reformed, including the attitudes, beliefs, and action of teachers and administrators, the curriculum and course of study, assessment and testing procedures, and the styles and strategies used by teachers.

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THE EVALUATION OF 8TH GRADE ENGLISH TEXTBOOK OF ANDHRA PRADESH, INDIA AND ERITREA HIGHLIGHTING LANGUAGE, CULTURE AND GENDER.
By: Prof. Pretty Kumar Director, Center for Language and Translation Studies, Potti Sreeramulu Telugu University

The much debated and discussed distortions of History in the History textbook preparation, led to the thinking and analyzing of these Language textbooks. The outcome turned out to be interesting.

This research does not evaluate these texts from the conventional methodology point of view. Since to evaluate a text from new dimensions like culture friendly or gender friendly had no ready made tools, a humble attempt is made differently.

IMPORTANCE, DEFINITIONS AND LIMITATIONS:

The value system of a textbook could influence the perceptions and attitudes of learners in general and towards learning of English language in particular. The representation of male and female in language material is the subject matter of my paper.

Gender is culturally shaped group of attributes and behavior given to the male and female. Learners have gender, teachers have gender, and characters in the textbooks, dialogues, reading comprehension, text exercise and even test items have gender.

Culture includes beliefs, social practices, family, school economic structure and employment structures. Gender here is used for socially constructed gender roles, relations and identities. It does not automatically refer to an effect of conscious discrimination, unintended differential treatment or bias in peoples thinking though it may and often does.

This research evaluates only these two texts which, are already in use in the 8th grade in Eritrean English medium schools and 8th class in Andhra Pradesh English medium schools. It

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does not include the supplementary material or the workbooks currently used in the 8th grades of the places mentioned. However, let me inform you Great Expectations by Charles Dickens is one of the Supplementary Readers and Supplementary Reader 2, is a collection of short stories from abroad. English for Eritrea series of textbooks in Eritrea is a part of the SETER project, (Support for English Teaching in Eritrea) which is supported by the British government. The English Reader of A.ndhra Pradesh is prepared and edited by the faculties at Central Institute of English and Foreign languages, Hyderabad for the Andhra Pradesh government.

Eritrea is the poorest and the youngest African country in the N.E. of Africa. The reason for selecting these two textbooks for Evaluation is the commonalities between the two countries, the patriarchal society, democratic government, both the countries were ruled by the British at some point of time, both revolted against such rulers and fought for their independence until they achieved it. Moreover, it is worth seeing the seriousness with which the Eritreans are making attempt to bring out certain amount of openness in their closed attitudes and culture.

AIMS AND OBJECTIVES:

The paper attempts to analyze the topics in the text and present them realistically. Thus help understand the making of the English text and help us find the means and resources to make the text in tune with the time, need culture and gender.

One of the aims of such an analysis is to identify if there are negative stereotypes, such as women regularly shown as vulnerable, weak, excessively emotional etc. Unconsciously women are depicted so and man are shown aggressive, active and the usual ones who would initiate a dialogue or a social activity etc. in tune with the dictates of the culture. For example the Eritrean text shows girls talking longer in a telephone conversation and the boy is shown waiting for her, similarly showing group of lady typists gossiping while a man waits outside till they finish. The textbook writers need to update themselves, recently it was stated in HIndu, the national Indian English daily based on a research that, ladies could talk longer because they knew more vocabulary.

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Such stereotypes can be taken into account in evaluating material for further use, which can be confronted or discussed. Stereotyping can occur occasionally in a textbook or it can be pervasive. Pervasive negative stereotyping is very serious and if it offends sensibility it may well cause the textbook not to be used.

APPEARANCE:

In terms of appearance the Eritrean text has a standardized design showing picture of Eritrea and the various ethnic groups. This is an excellent idea of progression. The Eritrean focus is a marked feature of all the materials in the book and is also motivating aspect for the students. The Andhra Pradesh text has English Reader in plain letters at the front page. The back cover states, Untouchability is inhuman, has small action pictures with captions like: For your familys welfare educate your daughter, For good eyesight eat leafy vegetables, Water from hand pump is water protected (a woman and a girl is shown drawing water from the pump) and Get your babies inoculated, save them from disea ses

USE OF SPACE:

The layout permits good use of space on each page. The book is full of illustrations and drawings of all kinds. Photographs are not well reproduced but most of the illustrations are line drawings, which are very striking.

One feature, which is particularly pleasing, is the economical use of space, without being crowded. The pages are full of activities, texts and exercises. Some pictures show women brewing coffee, serving coffee, and serving food to man etc, rest show men alone in action. The illustration are relevant and greatly help the legibility of the text The rich diversity of the Eritrean culture and environment of the rural and big cities is well reflected and appeals to all the sections of society.

The Andhra Pradesh text is less picturesque, no line drawings and does not reflect the Andhra culture or Indian diversified culture for that matter.

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CHARACTERS:

Since Eritrea has an almost equal population of Muslims and Christians, Muslims and Christian names are used in the same proportion. There is equal number of male and female characters in the text, which is extremely important in order to motivate female students in the classroom activities.

The A.ndhra Pradesh text lacks this vision. The text consists only Hindu and Christian names. Except one sentence in the Language exercise on P.23- Muhammed Ali, the boxer, claimed, I am the greatest, not a single Muslim or any other name representing other community is mentioned. Mohammed Ali in this context is once again not an Indian. For the reasons unknown no reference is made to any other names, culture, or Indian festival other than Hindu, although Muslim community is a sizeable minority in Andhra Pradesh.and very especially in Hyderabad.

In terms of methodology and approach both the texts seem to be alike and the teaching of grammar is still an important feature of the syllabus and the material.

Dr. Rod Hicks, Head of SETER explained some of the basic principles he followed in preparing the textbooks that are stating the objectives, studying the culture and background of the students, analyzing current books and giving great concern to the gender issues.

CONTENT:

The general content of the Eritrean text is innovative and makes the English course not merely communicative, but also uses English as a vehicle for learning new ideas and encourages students to think and to adopt their own ideas and opinion on a variety of topics. They learn useful concepts, which can be applied in the outside world. For e.g. Unit on Aids, Trees, The Ecology of the Red Sea, Food and Diet, Population and our Future etc deal with the topics of great relevance to the nation. It is probable that the students will learn more in their English class about reforestation or marine population, for example, than in their biology class. The link between English and other subjects is reinforced constantly throughout the material e.g. Famous People of Eritrea and Africa. The numerous units on environmental topics provide Trans disciplinary approach, which could feed into other
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subjects at school. The topics draw on the students background; encourage girl students participation help build concepts essential for a new society thinking and concerned citizens. Eritrean text included famous men and famous singer of Eritrea, it sounds good that girls are shown playing basketball in the text, but it is annoying to see only boys going to school.

The Andhra Pradesh text consists of fourteen lessons, out of which one is about Karna and the last lesson is A Birthday letter, letter sent to Indira Priyadarshini by her father Jawaharlal Nehru from jail on her birthday, Palanquin Bearers is the only Indian poem included out of seven poems. But the lessons like Wealth from ground, Galileo, Good manners, Maori villages however does help the students in conceptualizing.

The first lesson in the book narrates the story of a pretty girl who remained dirty untidy and unwashed. The teacher asks the girl to wash her face and be clean. Later the teacher gives the girl a new blue dress instead of asking her to remind her mother to wash the dress for her. Thus the cleanliness spreads from the girl into the family and from the family into the whole town .The story emphasis cleanliness but not girl education although, the back cover of the textbook has the government slogan- for your familys welfare educate your daughter. Negative shades of women are depicted in the stories for e.g. Mac Beth states, Lady Mac Beth was a bad and ambitious woman, she had the art of concealing treacherous thoughts with smiles, Rustum and Sohrab - e.g. In due course a son was born to Tahimeh. Tahimeh knew that when the boy grew up Rustum would be eager to have him follow his footsteps. Unless she hid from Rustum the fact that their child was a boy, he would certainly take away the child. She would then lose her son as she lost her husband. So Tahimeh sent a word to Rustum that their child was a daughter. Karna to Kunti when I was helpless baby you threw me into the river. You did not give me a mothers love. You didnt do a mothers duty. How can you ask for a sons duty from me? The historical, mythological or classical stories, fact etc cannot be denied its importance however, too many stories depicting women in negative shades may be avoided. Such stories can be accommodated in the other classes to come, thus striking an emotional balance between the men and women characters of the textbook. My struggle for education another prose, shows how Brooker.T.Washington struggles for his admission and finally succeeds after dusting the recitation room for three times, thus impressing a Yankee head teacher who knew just where to look for dirt. She went into the room and inspected the floor and the closets; then she took her handkerchief and rubbed it on the woodwork about the
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walls, and over the tables and benches. When she was unable to find one bit of dirt on the floor, or a particle of dust on any of the furniture, she quietly remarked. I guess you will do to enter this institution. Thus, the entrance test for the admission was the art of dusting.

Mercantile globalization has crept now but cultural and literary globalization, rights and patent rights of Indian English writers were usurped and forged decades ago. This text was first published in 1985 and since then has been followed with the new impressions i.e. from 1990 to 2000.

PICTURES:

The first picture in the text is of a woman carrying broom while talking to her daughter and the master of the house looks at them. The other illustration shows man studying, women washing and cooking, standing passively while the boy talks to his father. In The Universe its the boy who is pointing towards the sky and explaining to the girl and not vice versa. In Good manners again its the boy shown helping a blind man cross the road. Man is depicted as warrior, brave and courageous. Women are shown doing menial roles and men as masters performing out door tasks. Not only Parliament even the textbook is no less than a Legislative Assembly where the women Bill can be debated but never passed.

LANGUAGE EXERCISES:

Finally, let us hurriedly look into the Language exercises of these two texts. English Reader - A.ndhra Pradesh text P.10. Imagine your father brings you a new dress for a festival. (Ugadi, Deepawali, Puja) Write down your feelings on wearing it on the festival day. P.24. Restate the following facts adding the speakers view about them. (Example given)

a. My sister will get a job (opinion: I will be very happy when she get one) I hope my sister gets a good job.

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b. She is going to fail the examination (I feel unhappy about it) Im afraid she is going to fail the examination. c. She should get married (Thatll be good for her. Thats my view). I think she should get married.

P.48- Complete the pieces of dialogue below using suitable comparisons from the clue given.

1. Housewife: Rice used to be very cheap in Andhra Pradesh. Shopkeeper: But it is getting.every year.

4. Pochamma: How many films do you see a month? Gangamma: Im sure I see

5. Venkat Reddy: I like Premier Padmini. It is a small car, its also cheap. Gopal Rao: But Maruti is (Note the difference in how and what women are shown talking)

P.50- Complete the following dialogues. The first has been done for you.

1. Salesman: So, you want cheap curtain cloth. Housewife: Yes, please. The cheaper the better.

2. Woman: So, you like small families Doctor: Certainly The.. (It could have been vice versa too and the difference then it could make).

3. Girl: Does eating sweets make me fat? Mother: No doubt about it, the more

4. Boy: Should I get up early? Father: Yes the earlier the better.

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5. Passenger: Does it get hotter as we fly higher? Pilot: No, the higher we go

P.61. Change the word in Italics.

1.Everyone liked the young woman who was dressed well.

2. He was a young man with a good nature.

3. He imagined her to be woman with sweet nature.

4. But she turned out to be a woman with a sharp tongue.

P.179. Rewrite the sentence in ways suggested.

2. Boys need good education What boys need is good education.

10. The poor girl needs good food. What the poor girl need is good food.

P.96. Combine the sentences using a relative clause- defining or non-defining.

7. The girl is rich. My brother is going to marry her. English for Eritrea - Eritrean Text.

P.73. Listen to the following dialogue. Mark pauses and underline stressed words.

Eden: Have you read the newspaper today? Tedros: Yes

Eden: Was there an article about our school debate? Tedros; Yes.
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Eden: What did it say about me? Tedros: It said you never stopped asking questions.

Eden: And what did it say about you? Tedros: It said I couldnt answer any question. (Girl is opening the dialogue in spite of the cultural imposition is heartening). P.94. A Story of Two Brothers So Ahmed farmed and his wife had children, one every year for five years. After the birth of the fifth child, his wife was very ill and the child died. Ahmed and his wife were very sad. The wife asked Ahmed if they could stop having children. That was when they argued. What! Stop having children. I promised my father that I would have a big family ten at least.

Not by me his wife replied. I nearly died last time and my child did. I will look after my four children, two boys and two girls. I have already been to the clinic. (Quite in contrast to the prevailing culture) (About Ahmeds second wife) The girl did not want to marry. She was at school and wanted to lea rn and become doctor. She asked Ahmed to let her stay at school.

In A Story of two Brothers, the husband is the subject of the story. He says:

1.I have tried to be a good father to you.

2. I wanted to have many children

3. I wanted a big family to remember me.

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P. 97. Language Exercise:

He has an intelligent wife. His wife has She is

P.165. Listen and compare:

Mother and father cooked the meal.

However, the text shows girls speaking less and using less assertive language unlike boys. To quote Bharati Ray As is too well known, gender though not necessarily determined by sex- is never completely independent of it. In any culture, the biological fact of being woman not only limits for her socially permissible range of experiences but also conditions the quality of response to her experiences. Nor is it possible to forget that the oppression flowing from gender hierarchy is inscribed on the minds and bodies of women. The tension between the sex and gender- biology and ideology thus suggests that womens experiences derive from a complex interaction of biological difference and social marginalisation.

SUGGESTIONS:

The text material should provide a diverse collection, culture, recent happenings, intellectually challenging, stimulating to think critically about their own cultural history, social background and identity. Words common for men and women may be included e.g. chair, people, carrier, person etc. Generic pronouns may be avoided like for example, he, him, himself. We can pluralize the sentence subjects rather than relying on singular forms. For example: writers should consider their audience instead of writer should consider his/her audience. It is also possible to use the non standard, ungrammatical, plural generic their as in Everyone should open their books or the indefinite one as in One can always find tutors in this school.

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CONCLUSION:

Thus to conclude somewhere in between the text certain subtle messages are ingrained into the evolving minds which is understandable because every nation is entitled to familiarize its young to the traditional or cultural perception of its nationhood whether we approve of it or not. However, all over the world the core concepts such as family, household, community, role, work health, productivity etc are in the process of being interrogated and redefined, thus calling into question the signifiers that traditionally identified woman. With these considerations in view, we need to aim to include material on empirical issues and gender friendly in terms of language and culture in the textbooks. For transforming the proposed textbook and curriculum design into a vibrant reality, all the mercenary involved in the delivery system have to come together with firm commitment and secure optimal representation and support of the society. The scholars, writers and intellects who have felt impelled to rethink many questions about social change and their own roles in these changes need to assist and cooperate in the making of the textbooks with apropriate and proportionate representation of the gender, language and culture in the light of new awakening.

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BIBLIOGRAPHY: English for Eritrea- Grade 8 Textbook, Ministry of Education, Curriculum Development, Institute, 1995. English Reader for class viii, Published by The Government of Andhra Pradesh, Hyderabad, 2000. The Journal of Womens Studies, Published by Womens Studies Research Center, Calcutta University, Vol 1- No 1 April/Sept 1996. Al-Saadat, Abdullah, and A. Afifi, Elhami.Ro le- playing for inhibited students in parental communities, Forum Journal, 35/3(July 1997), 43. Allison, Desmond. The significance and value of Questionnaires on Language course, ELT Journal, XXV/4(July 1981), 378. Cunning Sworth, Alan. Choosing your course book. Oxford: Heinemann publishers, 1985. Murray, Bernice. Sexist discrimination as distancing behavior, Psychology of women Quarterly, 11/1 (December 1987), 47-58. Pearson, Bethyl and Cornella, Judy. Gender and communication. London: Routledge, 1991. Pearson, Tuner, Todd-Mancillas. The feminist Critique of Language. London: Routledge, 1990. Smith, Diane. Sexism in Current ESL text book, TESOL Quarterly, 18/4(June1984), 75 -85. Stone, Lynda. The Education Feminism Reader. Great Britain: Routledge, 1994. Sunderland, Jane. Exploring Gender. United Kingdom: Prince Hall International Ltd., 1994.

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LANGUAGE, COMMUNICATION, PERCEPTION AND REFLECTION SHAPE A LINK TO PAST, PRESENT AND FUTURE OF THE BOOK.
Prof. Aswini Kumar Mishra Professor in English, Head of the Dept., H & S Indur Institute Of Engg & Tech. Siddipet,Medak (Dist), A.P. mishraash22@yahoo.co.uk, profmishrahodhsiiet@gmail.com 91+9849625840

The constant flow of progression is inevitable and unstoppable. Efficient flow leaves behind that which is no longer useful and carries forward that which is timeless and valuable. Currently riding that wave of change is the publishing world and the future of printed books. As technology moves forward at flash-flood pace, parents must carefully balance the integration of technology into their family's day-to-day life while preserving the immensely valuable tradition of the printed word. The invention of the printing press, around 1440 A.D. in Europe, literally changed the world. When thoughts and ideas could be recorded on paper and easily distributed to the masses, suddenly the human race became a collective society. Philosopher Francis Bacon wrote that typographical printing "changed the whole face and state of things throughout the world." Books create, shape and drive the happenings of the human race. Think of all the major events and movements in our histories that have been propelled forward because of printed ideas: the Bible and Christianity; "The Republic" by Plato, the most influential text on philosophy and politics; "The Rights of Man" by Thomas Paine, the inspiration for democracy around the world; "Uncle Tom's Cabin" by Harriett Beecher Stowe, which helped change the view on slavery; and even "Mein Kampf" by Adolf Hitler.

Parents who have books in the home increase the level of education their children will attain, according to a 20-year study conducted by sociologists from the University of Nevada, Reno and UCLA. For years, educators have thought the strongest predictor of attaining high levels of education was having parents who were highly educated. But, strikingly, this massive study showed that the difference between being raised in a bookless home compared to being raised in a home with a 500-book library has as great an effect on the level of education a

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child will attain as having parents who are barely literate (3 years of education) compared to having parents who have a university education (15 or 16 years of education). Both factors, having a 500-book library or having university-educated parents, propel a child 3.2 years further in education, on average. But having as few as 20 books in the home will likely have a positive impact, researchers say. In some countries, such as China, having 500 or more books in the home propels children 6.6 years further in their education. In the United States, the effect is less, 2.4 years, than the 3.2-year average advantage experienced across all 27 countries in the study. But 2.4 years is still a significant advantage in terms of educational attainment. Novels like "Moby Dick," "A Christmas Carol" and the Harry Potter series have also had tremendous influence on our world. Due to the power of words, books and other forms of printed information have taken on an almost supernatural quality. To hold a book in one's hand is to hold every big idea and every tiny thought. There is something elemental, even magical in the printed word. Books are a tangible testament to our progression as a society and as a race. Something very dear and extraordinarily necessary will be lost if books are no longer printed but instead only presented as bits of memory and code flashing on a screen. The researchers were struck by the strong effect having books in the home had on children's educational attainment even above and beyond such factors as education level of the parents, the country's GDP, the father's occupation or the political system of the country. Having books in the home is twice as important as the father's education level, and more important than whether a child was reared in China or the United States. Surprisingly, the difference in educational attainment for children born in the United States and children born in China was just 2 years, less than two-thirds the effect that having 500 or more books in the home had on children (3.2 years). Activities and outings are a great way to make books come alive and to give a child a jump on his reading comprehension and other important learning skills. It's also a fun way to create wonderful family memories. The possibilities are endless.

For Children

It is rightly said that good habits and values can best be inculcated in childhood. Hence, the practice of reading books has to be instilled at an early age to educate the various concepts and skills with immense ease. A child is better able to think critically and analyze the skills and strategies that he comes across while reading a book, rather than when they are spoon-fed to him. Also, books help in improving the vocabulary, command over the language and

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communication skills of a child. Furthermore, reading books help in enhancing good writing skills as well.

For Entrepreneurs

No leader is a born leader. He has to develop his strengths to influence his subordinates, while working on the weaknesses. Leading others isnt all that easy as it seems to be. The act demands extensive workout, precision and discipline. However, this is not practically possible until you learn to lead yourself. For this, reading books come as the best rescue. Books help in developing a strong self-image required in different aspects of life, especially business. Maintaining a positive attitude is highly essential for developing courage and mental toughness. There are a number of books that guide you towards effective communication, an important tool for entrepreneurship.

For Parents

Unless parents inculcate the habit of reading in them; they are least likely to pass on the same into their kids. In this busy modern world, parents often come up with the excuse of their demanding day to day work, hectic schedules and exasperating deadlines for not reading a book. However, know for sure that no reason is good enough for neglecting children or reciting them the verses from holy books. Reading books to children serve dual purpose. Not only does the act help you to spend quality time with children, but books also assist in developing good values in kids as well as educating them about their religion and the Almighty.

For Communicating

Reading books enhances not only the grammar and diction of a person, but also broadens the horizons of knowledge, thereby enriching the inner world of a person. As a result, good readers can easily and effectively communicate (both oral and written) with others. Such skills are essential for improving an individuals overall personality and persona in the eyes of the listeners. On the contrary, poor communication skills are not only difficult to understand, but also tend to leave a bad impression about the individual. Thus, regular reading of books is directly related to development and improvement of oral and written communication skills. This title, in some respects, is a misnomer. The question, it would
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appear, is not a simple matter of choosing some books at the expense of others. It is rather a matter of taking all the books of a country into account in an overall policy for the use of a country's books. In many of the countries, there has long been a national policy, implicit or explicit, and in some cases dating back even to colonial times, for the use of national books in education. But over the years it has become evident that in many cases the national acceptance of this policy, at best, has been lukewarm. For example, those who can afford it, including the very proponents and implementers, both public and private, of the national book policy in education themselves, have preferred to send their children to schools which do not use mother tongues or national books at all, not even as teaching subjects, let alone as media of instruction. Also in some cases the policy has failed outright because at least two countries, There are two major reasons for this failure. The first is that a policy for book use in education cannot really survive unless it is matched by a policy for the use of these same books in national communication, and the two have to agree. For example, as a community would see it, it is no use educating someone in the mother tongue or community book, even only in the beginning years, when all national communication, all public business and administration, and even all access to meaningful jobs are dependent upon a knowledge of only one book, the official international English, French or other. Such a practice makes nonsense of the efforts at mother tongue education, not only in school education but even in literacy for rural communities. The social demand is then not for the mother tongue or community book but for the official international book. The second major reason is that existing policies have been geared to the use of a handful of books for education, literacy and national communication. By and large, these policies have made no mention of the large mass of the minority group books, and these, as we have seen, are the real crux of the matter. A book policy cannot survive if it confines itself to only a few books, no matter which or how important these may seem to be. A national policy has to recognize all the books of a country and state clearly how they should be used in national life. We attempt a schematic presentation of such a policy in the following section.

Books in national communication

As a means of communication, book is widely used in many forms of exchange and communication. Choice of book B if any B and other types of decision related to book,

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should reflect, promote and conform to the communicative functions of the book. The following configuration should be considered. 1. Book(s) for foreign and international business, at various levels (for example, the level of competence required by the diplomat or top executive is not the same as that needed by an urban hotel worker serving foreign guests or a dock worker handling imports and exports); 2. Books in administration - for top government administration, parliament, etc., and for provincial, district and rural administration, at various levels. In a multilingual country, quite a number of books may be required and the policy should indicate how they should be acquired by those who need them; 3. Books in the mass media - for national newspapers, the rural press, radio, television, etc., and how they should be used. Provided a country is not too heavily multilingual, most of its books can function in this field; 4. Books to be used in education - at beginners' levels, both as media and as teaching subjects for both formal education and literacy; at the higher levels of literacy in conformity with job and occupational demands; and at the upper primary, secondary and higher levels of formal education. The above can be refined, of course, but some scheme such as this needs to be adopted for a national book policy to be made to work. Its formulation is in fact much simpler than it would appear. It is not so much a question of choice as of natural tendencies in usage: one simply has to observe the natural trends of book usage in a country and to follow these. Indeed, this is possibly the only way of avoiding the book prejudices and the political considerations that have been such a hindrance to book development.

We note that the factors of culture and cultural identity are emphasized in the above scheme. Book itself is part of culture and in many respects its highest and most important manifestation; and a scheme such as the above geared towards book use in life, should automatically accommodate the pertinent cultural considerations. The matter of the official book is omitted altogether. The consideration is not the label B whether a book should be called official or non-official. The consideration is rather to what use the book should be put in national life. We note again that the use of book in education is only one of the five or so aspects of the use of books in life. And it is placed only at the end of the scheme because, in order to be meaningful, book use in education should be a reflection of book use in life and should follow naturally from it.

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Rise of the e-reader of Present & Future

E-readers like Amazon's Kindle and Barnes & Noble's Nook are the favorite new gifts to give and receive. These devices offer readers a vast array of benefits: compact size, large library of material in one place, the speed of digital downloads and more. Although these features are convenient, there is a negligible difference in cost between e-books and printed books. And when choosing an e-reader, there is the initial purchase price near or above $100. So as our society strives for convenience and the "next-best tech," moving away from printed books, are we leaving behind that which is better and more valuable?

In Ray Bradbury's novel, "Fahrenheit 451," society has been so swept up in technology's wake that books have been outlawed and firefighters are tasked with burning every book they find. Instead of reading, people spend all their time plopped in front of large interactive TV screens. The only way that literature survives is through an underground movement of people who have memorized passages from books. Bradbury's perfectly crafted story is a poignant reminder that a balance must be found when using and integrating technology into our lives. It is also a call of preservation for the sanctity of printed books. Sociologists from the University of Nevada recently completed a 20-year study in which they explored the relationship between owning books and intelligence. Specifically, how the number of books in a home affects a child's success in school and life pursuits. The study showed that "the difference between being raised in a bookless home compared to being raised in a home with a 500-book library has as great an effect on the level of education a child will attain as having parents who are barely literate (three years of education) compared to having parents who have a university education (15 or 16 years of education). Both factors, having a 500-book library or having university-educated parents, propel a child 3.2 years further in education on average. But having as few as 20 books in the home will likely have a positive impact."

Every home should be full of books. Not only does a home full of books create a cozy environment that cradles learning and reading, but it is also conducive for success. The University of Nevada study also said, "The researchers were struck by the strong effect having books in the home had on children's educational attainment even above and beyond such factors as education level of the parents, the country's GDP, the father's occupation or the political system of the country." It is important to note that the researchers were not looking at e-books. These are real, physical, printed books. Books that sit on the shelves, that curious little hand can pull down and open. These are books sitting on mom and dad's
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nightstands. Books stacked on the mantel. Anna Quindlen, in a New York Times article, wrote, "I would be most content if my children grew up to be the kind of people who think decorating consists mostly of building enough bookshelves." E-readers are certainly valuable and have a place in our homes anything that promotes reading is a worthy possession but they should never completely replace printed books. The impact of books is far greater in their printed form and should not be sacrificed for convenience. Parents should value the books that sit on their shelves and strive to add to their collections whenever possible. Not only do they benefit themselves with the books they own and read, but they create a nurturing environment for their children that will have positive, life-long effects. And if our children learn to value printed books above technology, then the preservation of books will be carried on through the next generation and then hopefully the next and the next ....former student can recall the days of sitting in English class, trying desperately to glean meaning from a reading passage. A freshly sharpened pencil hovering over the page, mind churning in an attempt to answer questions about what happened, why it happened and who was involved. This vital skill can open the world of reading to a child, but unfortunately many American students struggle with reading comprehension. Several studies suggest that as many as 85 percent of students are testing low in core reading skills because they lack a firm foundation in cognitive functions, such as auditory and visual possessing.

As a parent, you can do simple things to help develop or improve these basic but crucial skills in your child and help him not only understand what he's reading, but love it. One of the best ways to help do this is to talk about what has been read to the child or what he has read. Have discussions, ask questions. Donalyn Miller, author of "The Book Whisperer," said, "Conversations about reading what students are getting from their books need to be an ongoing event." Though she's talking to teachers, Miller's advice goes for parents and reading in the home as well. To take reading discussions to the next level, include book activities that bring the words on the page to life. This is a simple way to have children connect the things they read to the real world and develop skills for proficient reading comprehension. Plus, it's a fun and meaningful way to spend time together. Today, the world's largest bookseller, Amazon, is a software companyits core capability is its amazing software engine for selling virtually everything online, no retail stores necessary. On top of that, while Borders was thrashing in the throes of impending bankruptcy, Amazon

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rearranged its web site to promote its Kindle digital books over physical books for the first time. Now even the books themselves are software.

The book introduced a disciplined way of thinking about topics, organized around contents pages, indexing, citation and bibliography. These are at the root of Web structure as well. One theme for the Conference on the Book is that the digital experience could simply be an evolution: "The information architecture of the book, embodying as it does thousands of years' experience with recorded knowledge, provides a solid grounding for every adventure we might take in the new world of digital media." The not-so-positive case is that, at least so far, we're not giving up on books for the same words on screens & dash; we're giving up on words. Pick your data point: A recent National Endowment for the Arts report, "To Read or Not to Read," found that 15- to 24-year-olds spend an average of seven minutes reading on weekdays; people between 35 and 44 spend 12 minutes; and people 65 and older spend close to an hour. Much is at stake. Mr. Gomez said, "Whats really important is the culture of ideas and innovation" books represent. But "to expect future generations to be satisfied with printed books is like expecting the BlackBerry users of today to start communicating by writing letters, stuffing envelopes and licking stamps." Innovations to address our evolving expectations include combining traditional books with newer media. Scholastic plans a new series for kids called "39 Clues," which will feature books, online games and collecting cards; the aim is to get kids "excited about books in a whole new way." Leapfrog's Leapster device for toddlers looks like a junior videogame device, but actually teaches key skills through titles like "Letters on the Loose" and "Numbers on the Run." Marshall McLuhan more than 40 years ago warned, "The electric technology is within the gates, and we are numb, deaf, blind and mute about its encounter with the Gutenberg technology on and through which the American way of life was formed." Maybe McLuhan was too pessimistic. With innovations like the Kindle, digital media can help return to us our attention spans and extend what makes books great: words and their meaning.

Computers are great for research, but one must be sure that the information they are uncovering is credible. Computers may make activities like filing or organizing much simpler, yet people are not using their own minds to accomplish certain tasks. Our minds are not going to grow if we depend on a machine to think for us. Yes, there is a plethora of information available to us on the Internet, but is anyone applying it to everyday life? The
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many people who read for leisure probably cannot imagine reading their favorite novel on the computer. One of the joys of reading is that you can be anywhere and still "lose" yourself in a book. You can sit in bed, or on your favorite chair, and thumb through a book. Books are imperative in the process of forming objectives.

In my conclusion, Books may not exist in the future because of technology. Technology has brought forth many inventions like audio books and the newly introduced electronic books to simplify the process of reading. Is this really necessary? And even if it is, will printed books one day be extinct? Books have entertained people for a very long time. Oral tradition led to writing, and then movies and television came along. The computer is taking over all aspects of entertainment. Ruth Perry, a professor of literature at the Massachusetts Institute of Technology, believes people are 'too quick to jettison the old.' She says that a young graduate student at another university recently called herself 'part of the last generation to learn from reading books. She said that other people after her learned from reading on computers.' How can one enjoy reading a great novel on a computer?

It seems there is something not quite right with that process. Perry states, "The experience of reading where you go back to look at another page, or compare passages, that cannot be done on a screen .I think there some important way in which the sensory experience of reading a hand-held book feeds into thinking about it.". I feel that nothing can replace the experience of reading a book of a respective interest. You can find information on the Internet, but this process is almost too easy in the sense that you can read only specific areas of a subject without exploring all areas of that particular subject. It is hard to have an objective mindset if that is the way you research. Although millions of people surf the Internet and gain information, they are not really processing it in their minds. An author states, "Inhabitants of digital culture watch text and graphics scrolling down and streaming across computer monitors. But they don't always call it reading. On PC's [personal computers], people search, surf, browse, log on, but seldom admit to reading. We can download any newspaper on the Web, but do you want to read your daily newspaper on your computer when you wake up in the morning? I would not think so. Some companies have thought about this and now they bring readers the electronic book, digital files of novels, magazines, and newspapers that can be downloaded into handheld gadgets for portable, paper-free reading". Here we go-you can still curl up in bed and read your favorite book.

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i Peoples Linguistic Survey of India R eport (2013), sponsored by the Ministry of Tribal Affairs, Government of India ii Census Report 2011, Government of India iii Press and Registration of Books Act, 1867 (Amended upto 1983) iv National Policy on Education, 1986 and Programme of Action, 1992, Ministry of Human Resource Development, Government of India v Indian Youth Demographics and Readership Results from the National Youth Readership Survey, conducted by NCAER, published by National Book Trust, 2009 vi Resolution of Ministry of Education, Government of India (1957) & (1962) vii 12th Five Year Plan document, Planning Commission, Government of India (2012) viii Israel, Samuel, A Career in Publishing, National Book Trust, India (1983) ix The Neilson Book Scan Report 2012 , published in the Times of India, April 14, 2013 x Report of Association Chambers of Commerce and Industry of India (Assocham) ( 2013), published in The Hindu, August 16, 2013

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Developing reading habit of society

Son Kuswadi
EDUCATION Attache Indonesian Embassy New Delhi

Agenda Personal Story System Approach of Reading Habit Concluding Remarks

Personal story As Junior School Students: political influence As University Students: pirates books As lecturer and researcher: writing one book of 15 years research: pirates, very low royalty System Approach of Reading Habits Concluding Remarks Reading habit must be encourage with full support of all stake holders Support of Book Agency that has function to coordinating reading habit and environment, but with considering of management and budget matters Act must considering to support of new form of digital book

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THE ROLE OF TEXTBOOK WRITERS IN ENHANCING READING HABITS BY Professor Z. N. Patil Head Department of Training and Development The English and Foreign Languages University Hyderabad, India znpatil@gmail.com

BOOKS Their importance What great people think about them

WHY DO WE READ BOOKS? To entertain ourselves To educate ourselves To understand human life To understand human relationships To understand human psychology To understand cultures To pass examinations, to get degrees, to get jobs

WHY ARE READING HABITS DECLINING? Television The Internet Mobile phone games Poorly written textbooks

TYPES OF BOOKS Creative Literature: short stories, novels, plays, biographies, autobiographies, travelogues, memoirs, etc. Instructional Books: textbooks, workbooks, supplementary readers, etc.

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TYPES OF READERS Willing readers: choice to read/ not to read, choice to read whatever they like. Forced readers: no choice not to read, no choice to read the textbooks they like.

THE OBSERVER COMPETITION The educational scenario in the UK in the 50s and 60s Competition announced The topic: The school you would like Participation by kids Message.

Postman & Weingartner Declare a five moratorium on the use of all textbooks. Since with two or three exception all the texts are not only boring but based on the assumption that knowledge exists prior to, independent of, and altogether outside of the learner, they are either worthless or harmful. If it is impossible without textbooks, provide every student with a notebook filled with blank pages, and have him compose his own text. (Postman & Weingartner, 1969:134)

Require every teacher who thinks he knows his subject well to write a book on it. In this way, he will be relieved of the necessity of inflicting his knowledge on the people, particularly his students. (Postman & Weingartner, 1969:135)

Paulo Freire The banking concept of education as an instrument of oppression; the problem posing concept of education as an instrument for liberation. The teacher as tormentor; the taught as the tortured; the textbook and the test as tools of torment.

SCHOOL BOOKS Content Culturally familiar: code, clothes, cuisine, customs, conduct, festivals, etc. Experientially familiar Conceptually familiar: Childrens Day and politicians speech.

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 Language Hazlitts opinion Learner friendly Age appropriate CURRICULUM SYLLABUS - TEXTBOOKS Lack of coordination An old man and his trousers Theory and practice The royal shaving

SCHOOL BOOKS Simple, relevant and interesting content Short and authentic texts Simple, plain language Colourful presentation Children happy

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A Publishers Role in Book Making

Deepa Chattopadhyay Cambridge University Press, India

ABSTRACT:
Cambridge University Press is both the oldest publishing house in the world and the oldest university press. It originated from Letters Patent (similar to a royal charter) granted to the University by Henry VIII in 1534. The first book was published in1584 and the Press has been publishing books ever since.

Publishers play a significant role in education, by publishing books and other learning material. The focus of our presentation will be to demonstrate this significant role that an academic publisher in general and an experienced publisher such as CUP in particular, play in bringing a book to life and seeing it through its journey. Our effort is to make available high quality books and resources to school and college learners across India and the subcontinent, from the pre-primary to research level, in a wide array of subjects. Such activities help to implement Government policy initiatives such as Literacy and Numeracy strategies and National Curriculum. A publisher liaises with all other stakeholders in book publishing to ensure the process is fair, smooth and meets the required standard for the target user. In our presentation, the role and responsibilit y of each of these stakeholders/players as well as the publishers traditional linear Value Chain will be discussed briefly to display the complete flow of work. Publishers thus help to create and disseminate knowledge. The publishers role in this appe ars to be changing somewhat, with the print matter remaining complementary to platform evolution and emergence of the Web. -----------------

Cambridge University Press Cambridge University Press is both the oldest publishing house in the world and the oldest university press. It originated from Letters Patent (similar to a royal charter) granted to the University by Henry VIII in 1534. The first book was published in1584 and the Press has been publishing books ever since.

Our mission Cambridge University Press advances learning, knowledge and research worldwide.

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We set the standard for The quality and validation of content Design, production and printing Cooperation with authors Meeting our customers needs

We value Integrity and rigour Creativity and innovation Trust and collaboration

The Indian Scenario Publishing has been on for centuries. Some international organisations have been publishing educational books in India for over a century. Some domestic publishers have been publishing for over six to seven decades.

Our discussion today will be on educational publishing.

The Stakeholders in Book Publishing Authors Publisher-Printer Distributor User/Reader There are a few related players. We will discuss those later.

An educational publisher has to liaise with all the stakeholders.

A Linear Approach to Understand a Publishers Role

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Determining the Need Need based publishing Market survey Syllabus put out by Educational Boards Taking a considered decision to publish a book or series Budgeting for the project

Market Survey for ELT Courses Which are the publishers popular in this market? Which are the successful series in ELT course books? Are we familiar with the key features of these series?

Authors Deciding on the type of authors required for a certain kind of books. Where do we look for such authors How do we finalize authors Panel of experts, reviewers Author workshops Signing contracts Royalty or One-time payment

Editorial Responsibilities In-house experts Compare the manuscript with the detailed syllabus Detailed feedback to author Planning the book Layout and design of the book Components with the book Visuals to accompany the text Copyedit the matter Legal copyright permissions, contracts Check for plagiarism Protecting published material against plagiarism ISBNs

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Copyediting Setting a style and specification Setting pages Proofing Quality checks

Production and Warehouse Responsibilities Pre-press work Printers Paper Dealers Digital proofs Receiving stocks Distributing stocks

Distributors Who are these distributors? Stocks to reach appropriate distributors Calling for accurate amount of stocks Speedy filling of Distributors demands Credit period Realising payment

Marketing and Sales Marketing strategies Pricing of the book Discount structure Marketing plan Promotion of the book Ensure school requirements are promptly supplied Piracy

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Reaching out to the User Product knowledge Teacher training workshops Teacher Development Programmes Teacher Support for the product; Teachers handbook; Web Resources; Sets of question papers etc Legal Services Handling copyright permissions Author contracts Censorship Contracts for special deals Piracy

Publishers Role Finances Production expense origination costs, reprint costs Receipt of sales OPEX CAPEX Author Royalties Copyright Fee

Other Stakeholders Educational Boards - CBSE - ICSE - State Boards Governments policies - Language policieswhen to start teaching Eng, India has to deal with multilingual situations - Bilingual books - Medium of instruction Government bodies--NCERT

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